Learning through playing: appreciating the role of gamification in business management education during and after the COVID-19 pandemic.

Purpose: Through active learning and experiential learning theoretical perspectives, this paper explores the role of gamification on the student experience and student learning of undergraduate business management students in the UK. Design/methodology/approach: To capture the impact of gamification on student experience and student learning during and after the Covid-19 pandemic, data were collected through online surveys with L6 undergraduate students studying during the academic years 2020–2021, 2021–2022 and 2022–2023. Findings: The analysis of the data revealed three core themes: a) gaining practical experience through gamification b) opportunities for peer engagement and active participation and c) development of soft skills and hard skills. Practical implications: Based on the lessons learnt, the paper proposes actions and guidelines for integrating gamification into business management curricula that prepare future business managers and leaders to respond to unforeseen challenges and changes. Originality/value: This study contributes to a series of design suggestions for fellow tutors and practitioners seeking to advance their pedagogical approach to developing agile and resilient future managers and leaders. [ABSTRACT FROM AUTHOR]