Values Rummy: Examining the Experiences of Students in a Game-Based Learning Activity in the Agricultural Leadership Classroom

Abstract

The world of leadership education is increasingly shining a light on the use of game-based learning. Studies that investigate these activities and the participants outline the results and best practices for implementation. This study investigated the experiences of students in a game-based learning activity over core values in an agricultural leadership course as it relates to identity exploration. This study utilized an innovative case study design and network analysis to examine the interdependencies within student experiences. Reflections from students were collected for analysis producing 38 code categories, and 1080 total coded segments. From these codes, five maps were created to visually display the experiences of students in this game. The findings of this study present a window into understanding the experiences of students regarding the strengths and struggles of their experiences, as well as their experiences aligned with identity theory. Prior to the game, the findings suggest participating students were aware of and had thought about their core values. The findings suggest that connections between the framing lecture and the layout of the game facilitating students’ sense of vulnerability and concern about others’ perceptions and judgments were present. The maps suggest that aspects of this activity such as provoking deep thought, promoting feelings of confidence, and experiencing a sense of comfort are related to the perceived relevance of this activity. A community of respect was connected to students experiencing affirmation of their values and a sense of safety. There is support that exploration triggered was connected to activity instructions facilitating deliberations and self- perceptions and definitions. These findings include implications for leadership educators, researchers, and identity exploration promotion activity.