English Full Article Citation
Paper Selected at VII International Conference on Applied Innovation - IMAT 2021


Anett Erdmann , ESIC University, Spain
Fernando García-Monleón ESIC University, Spain
Margarita Nuñez-Canal ESIC University, Spain


Global competition and digital market forces imply opportunities and threats in an increasingly fast and competitive job market. In this context, motivated learning through collaboration or cooperation have been extensively studied to develop necessary skills to be competitive. However, in undergraduate teaching little attention has been given to learning through competition and co-opetition, which is more common in entrepreneurial education. This paper proposes and tests a new classroom methodology where undergraduate students in the course Microeconomics interact in teams playing out features of the four C’s of game-based learning in an entrepreneurial environment: cooperation, collaboration, competition and co-opetition. The pedagogical pilot-project, dubbed as “Micro-Challenge”, is a peer-based student challenge which has been implemented in face-to-face classes as well as in a hybrid classroom. A posterior analysis of survey data and academic results, using regression analysis, reveals that the development of collaborative skills and team-based skills depend on personal characteristics and expertise while there is no significant effect of academic performance. Moreover, women are more likely to improve team-working or collaborative skills through the proposed challenge than men and engagement in terms of induced learning effect is found to be higher for students who are already endowed with a high level of competitive or collaborative attitude.

gamification in higher education; entrepreneurship education; cooperative learning; competition-based learning; student engagement


La competencia global y la digitalización de los mercados implican amenazas y oportunidades en un mercado cada vez más dinámico y competitivo. En este contexto, el aprendizaje motivado por la cooperación y la competición ha sido estudiado ampliamente para el desarrollo de las habilidades necesarias para ser competitivo. Sin embargo, dentro de los estudios de grado se ha dedicado poca atención al aprendizaje competitivo y colaborativo-competitiva (co-optitive), el cual es más común en la educación a través del emprendimiento. Este trabajo propone y testea un nuevo sistema docente donde los alumnos de la asignatura de Microeconomía interactúan organizándose en equipos para poner en práctica las 4Cs del aprendizaje en entorno de emprendimiento; cooperación, colaboración, competición y colaboración competitiva a través de un sistema de aprendizaje basado en el juego. El proyecto docente piloto con el nombre de “Micro-Challenge”, ha sido implementado tanto en un entorno de clase presencial como hibrido. Un análisis posterior de los datos de la encuesta junto con los resultados académicos, a través de un modelo de regresión lineal, revelan que el desarrollo de las habilidades colaborativas y de trabajo en grupo, dependen de las características y habilidades personales sin que el desempeño académico se muestre relevante. Las mujeres son más propensas a mejorar sus habilidades colaborativas y de trabajo en equipo a través de la dinámica propuesta que los hombres. El efecto de aprendizaje es más intenso en estudiantes que previamente mostraban altos niveles en sus rasgos de competitividad y colaboración.

Palabras clave
gamificación en educación superior; educación a través del emprendimiento, aprendizaje cooperativo, aprendizaje basado en competición, compromiso del estudiante

15 January 2022

28 March 2022

This is an open access article under the CC BY-NC license.


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