Enablers and Barriers of Integrating Game-Based Learning in Professional Development Programmes

Ismail, Nashwa and Adams, Anne (2022). Enablers and Barriers of Integrating Game-Based Learning in Professional Development Programmes. In: Bernardes, Oscar; Amorim, Vanessa and Carrizo Moreira, António eds. Handbook of Research on Cross-Disciplinary Uses of Gamification in Organizations. IGI Global, pp. 507–532.

DOI: https://doi.org/10.4018/978-1-7998-9223-6.ch024

Abstract

This study investigates the enablers and barriers of embedding technology for continuing professional development (CPD) of staff in the police sector. The research team developed an online game called “Child Witness Interview Simulation” (CWIS) to complement existing interview training for police officers and help them gain competency in interviewing children. Within the game design, development, and commercializing phases, the research team came across key themes that define the opportunities and challenges of implementing GBL through a police-based learning approach to CPD. The study identified that the successful implantation of Technology-Enhanced learning (TEL) in CPD falls into two broad categories: organizational, which considers learning outcomes, and individual, which considers learning aims and competency. Therefore, for successful implementation of TEL in CPD, ongoing supportive organizational culture that encourages employees and managers to be committed and motivated to implement TEL in CPD is necessary.

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  • Item ORO ID
  • 81623
  • Item Type
  • Book Section
  • ISBN
  • 1-79989-223-9, 978-1-79989-223-6
  • ISSN
  • 2327-3437
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Copyright Holders
  • © 2022 The Authors
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