By: Aminata N. Mbodj
Introduction
During the training process, just as on the field, one crucial factor that greatly influences an individual’s continued motivation and positive learning outcomes is self-efficacy. Self-efficacy refers to a person’s belief in their own ability to succeed in specific tasks or situations (Bandura, 1997). Research studies have consistently revealed that individuals possessing high levels of self-efficacy exhibit enhanced persistence, increased effort, and improved performance when faced with challenging tasks (Chen et al., 2001).
Understanding Self-Efficacy
Self-efficacy, recognizing and fostering the belief in one’s own capabilities, is the secret ingredient to effective skill development and performance. Within the context of the manufacturing industry, self-efficacy significantly influences motivation, adaptability, and the ability of workers to navigate complex work environments (Lent et al., 2000). Consequently, by actively nurturing self-efficacy, organizations can effectively cultivate a more skilled and self-assured workforce.
About Gen-Z
As the newest generation entering the workforce, Gen Z exhibits unique characteristics and preferences when it comes to learning and engagement. Growing up in the digital age, they have a strong inclination towards interactive and immersive learning experiences (Oblinger, 2003). By leveraging gaming, organizations can effectively capture the attention and maximize the learning potential of the Gen Z workforce by designing engaging, efficient, and effective learning experiences.
Integrating career video games in industry workforce development constitutes not only a cost-effective and scalable solution that aligns with Gen-Z learners’ preferences and maximizes their engagement (Sung et al., 2019), but also an asset to attract and retain Gen-Z talent by providing an innovative and effective learning experience (Reeves & Read, 2009). Career games can thus help you develop a vetted workforce capable of meeting industry demands and adapting to technological advancements.
Four (4) ways Skillsgapp’s Career Games can Engage a Vetted Pipeline
At Skillsgapp, their Skillionaire Games help you engage a workforce that excels in both individual and team settings.
1. Aptitude
First, their games enhance engagement and motivation by creating an immersive and interactive learning environment (Connolly et al., 2012). Their ability to capture the learners’ attention fosters a strong desire to actively participate in the learning process.
2. Action
Second, game-based learning promotes experiential training, allowing players to apply their skills in simulated real-world scenarios (de Freitas & Oliver, 2006). Through simulated environments, players can gain practical experience and develop their abilities in a risk-free setting, which translates into improved performance when faced with actual manufacturing challenges.
3. Awareness
Third, video games provide immediate feedback and adaptive learning, enabling personalized skill development and addressing individuals’ needs (Plass et al., 2013). The timely feedback provided by the mechanics in Skillionaire Games allows players to understand their strengths and areas for improvement, facilitating a more tailored and effective learning experience.
4. Access
Finally, video games facilitate collaborative and social learning opportunities, fostering teamwork and knowledge sharing (Squire & Jenkins, 2003). By incorporating multiplayer features or collaborative elements, the games encourage interaction and cooperation, enabling players to learn from each other’s experiences and build essential teamwork skills.
By providing progressive challenges, opportunities for skill development and practice, and promoting a growth mindset and perseverance, skillsgapp’s career video games contribute to building competence and mastery (Gee, 2003). The dynamic nature of their video games allows adaptive play tailored to Gen Z’s strengths and weaknesses; this, in turn, leads to increased self-efficacy and confidence (Papastergiou, 2009).
Conclusion
Through creating a sense of self-efficacy in your future workforce, game-based learning fosters engaging and interactive learning experiences that enhance motivation, skill development, and performance. By investing in career gaming technology, you can revolutionize your recruitment methodologies, attract and retain Gen-Z talent, and ensure a highly skilled workforce capable of driving industry growth.
Aminata N. Mbodj, a First-Year Ph.D. Candidate in Human-Centered Computing at Clemson University, Aminata is deeply fascinated by the humbling process of learning. Three questions keep her up at night: “Which cognitive processes do we use to build mental models of the world as we experience it?”, “To what extent can we use algorithms to map these structures out?”, “What resulting computing solutions are accessible, so as to optimize our everyday learning?”
References:
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman and Company.
Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62-83.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686.
de Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249-264.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49.
Oblinger, D. (2003). Boomers, Gen-Xers, and Millennials: Understanding the New Students. EDUCAUSE Review, 38(4), 37-47.
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2013). Foundations of Game-Based Learning. Educational Psychologist, 48(4), 243-259.
Reeves, B., & Read, J. L. (2009). Total engagement: How games and virtual worlds are changing the way people work and businesses compete. Harvard Business Press.
Squire, K., & Jenkins, H. (2003). Harnessing the Power of Games in Education. Insight, 3(1), 5-33.
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2019). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 128, 1-18.
