Mood States as a Key Factor in Assessing Student Learning in Project Management Teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41110%2F25%3A103139" target="_blank" >RIV/60460709:41110/25:103139 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.7160/eriesj.2025.180202" target="_blank" >https://doi.org/10.7160/eriesj.2025.180202</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2025.180202" target="_blank" >10.7160/eriesj.2025.180202</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Mood States as a Key Factor in Assessing Student Learning in Project Management Teaching

Popis výsledku v původním jazyce

Hands-on experience is an essential part of project management education. We researched to determine whether our practical seminars organized as part of an undergraduate project management course provide the expected learning experience consistent with current project management practice. We organized two practical seminars for students in four study groups that utilized serious management games. The seminars focused on traditional and agile project management, emphasizing the differences in teamwork and emotional states of the participants between both approaches. We used the Profile of Mood States psychological method to evaluate the total mood changes of eligible participants (n = 49). We found that respondents total mood and fatigue have improved significantly during practical seminars, confirming that serious management games have a positive effect on student learning and experience. We observed no significant difference in total mood improvement between traditional and agile seminars. We learned that the vigor of the participants has increased only for the agile seminars. This outcome is consistent with actual research and empirical experience in the field. The study results will be used to improve the quality of practical seminars next year.

Název v anglickém jazyce

Mood States as a Key Factor in Assessing Student Learning in Project Management Teaching

Popis výsledku anglicky

Hands-on experience is an essential part of project management education. We researched to determine whether our practical seminars organized as part of an undergraduate project management course provide the expected learning experience consistent with current project management practice. We organized two practical seminars for students in four study groups that utilized serious management games. The seminars focused on traditional and agile project management, emphasizing the differences in teamwork and emotional states of the participants between both approaches. We used the Profile of Mood States psychological method to evaluate the total mood changes of eligible participants (n = 49). We found that respondents total mood and fatigue have improved significantly during practical seminars, confirming that serious management games have a positive effect on student learning and experience. We observed no significant difference in total mood improvement between traditional and agile seminars. We learned that the vigor of the participants has increased only for the agile seminars. This outcome is consistent with actual research and empirical experience in the field. The study results will be used to improve the quality of practical seminars next year.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50204 - Business and management

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

2336-2375

Svazek periodika

18

Číslo periodika v rámci svazku

2025

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

13

Strana od-do

78-90

Kód UT WoS článku

001525406500002

EID výsledku v databázi Scopus

2-s2.0-105010756399