How gameplay can enhance learning and engagement for first year property students: a case study using Monopoly City^TM

Abstract

This article outlines the results from a study into the educational use of the board game Monopoly City™ in a first-year property economics unit. Gameplay was introduced as an interactive way of achieving a number of desired outcomes including: enhanced engagement of first-year students; introduction of foundation threshold concepts in property education; introduction of problem solving and critical analysis skills; early acculturation of property students to enhance student retention; and early team building within the first-year cohort, all in an engaging and entertaining way. The results from this two-stage action research project are encouraging. The students participating in this unit have demonstrated explicit linkages between their Monopoly City™ experiences and foundation urban economic and valuation theories. However, student resistance to change and innovative learning practices were evident. Key success factors identified when implementing such teaching innovations include: adequate preparation time, use of a “play-share-reflect” component, an ice-breaker activity, a leader board and a novelty factor to keep students interested.

Keywords:

• Monopoly^TM
• gameplay
• student engagement
• student satisfaction
• first year
• real estate education

Acknowledgements

Members of the teaching team assisting with this project are gratefully acknowledged: Professor Chris Eves and Dr Andrea Blake and Mr Patrick Palmer for his expertise in curriculum design and research assistance.