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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

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Related Experiment Video

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The HoneyComb Paradigm for Research on Collective Human Behavior

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Exploring terms and proposing a framework for leadership learning through games.

¹Department of Leadership Studies, The Citadel, Charleston, South Carolina, USA.

New Directions for Student Leadership

|July 13, 2022

Summary

This summary is machine-generated.

This study clarifies gaming terminology for leadership education. It proposes a framework to standardize how games are used for leadership learning, addressing definitional debates.

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Area of Science:

Educational Technology
Game-Based Learning
Leadership Development

Background:

Games are increasingly recognized as valuable teaching tools in leadership education.
Lack of standardized definitions for terms like "game" and "gamification" hinders effective implementation.
Scholarly discourse requires a common linguistic foundation for discussing games in leadership learning.

Purpose of the Study:

To establish a shared understanding of key gaming terminology relevant to leadership education.
To propose a conceptual framework for assessing and discussing games for leadership development.
To facilitate clearer scholarly communication regarding game-based leadership learning.

Main Methods:

Exploration of existing literature on gaming and leadership education.
Analysis of scholarly debates surrounding game terminology.
Development of a proposed framework for common language.

Main Results:

Identified ambiguities and debates in current gaming terminology.
Proposed a structured framework to define and categorize gaming concepts.
Provided a basis for consistent assessment and discussion of games in leadership contexts.

Conclusions:

A common language is essential for advancing games as a teaching strategy in leadership.
The proposed framework offers a tool for educators and researchers to navigate gaming terminology.
Standardized terminology will enhance the rigor and effectiveness of game-based leadership learning.