سبک های رهبری و مهارت های توسعه یافته از طریق یادگیری مبتنی بر بازی Leadership styles and skills developed through game-based learning

1. Introduction Game-based Learning is a pedagogical methodology currently used in a vast range of different domains. Games can be designed to potentiate the training process through a virtual world promoting the social interaction and competencies development. The main techniques in games are simulations, narrative or storytelling. According to Keesey and Smith-Robbins (2010) “the most successful organisations prepare their employees for the intricacies of virtual world collaboration through substantial cultural orientation experiences” (p. 41). Kessey & Smith-Robbins also refers that “a virtual world solution may offer an invaluable new opportunity for your training program” (p. 49). Games can be used as training systems across some sectors such as government, non-profit, commercial and social sectors inclusive of military, healthcare, education and other fields. Games provide playlike simulation with the additional criteria of learning and or improving a functional proficiency and social interaction. In training processes of project management, a multiplayer game can re-enforce the social, cultural or organisational value in a short period for the participants. Michael and Chen (2005) highlighted the success of “simulation, beyond teaching the basics of project management, where the team also wanted the game to promote better relations between project managers and engineers” (pp. 94–95). In the education sector, Michael and Chen (2005) citing Beck and Wade state “gamers were more creative, more ambitious, and more optimistic about their abilities and circumstances” (p.116). With games, there is an improvement in “cognitive skills, including improved visualisation and mental maps” (p. 117). In resume, GBL is a learning methodology supporting effective learning (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013), enhancing the thinking process (Sánchez & Olivares, 2011; Yang, 2015), and increasing problem-solving skills (Akcaoglu & Koehler, 2014; van de Sande, Segers, & Verhoeven, 2015). According to this current and global context in learning, this research presents the results of the evidence-based pedagogy of GBL in project management leadership skills development. The primary activity of learning was a GBL course using a Social game on Facebook. The participant needed to use leadership skills like organisation, decision making, resources management, and financial skills, to decide what kind of city was under construction: more ecological or more industrial or even more targeted for entertainment or education. The collaboration and the active participation of all students and trainees were critical to accomplishing all goals defined by the trainers and the project managers itself.