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Description
This paper examines the application of gamified simulation design in higher education through evidence from an undergraduate advertising course that integrates game mechanics and simulation-based learning tasks. The study is positioned within the broader search for technology-enhanced teaching approaches capable of increasing student participation, supporting experiential learning, and improving the practical understanding of advertising concepts in dynamic instructional environments.
The course design combines structured gamification elements with simulated advertising-related tasks intended to reproduce decision-making situations, competitive dynamics, and applied problem-solving processes typical of contemporary marketing practice. In this context, the paper explores how students perceive the learning environment, how they engage with the gamified and simulation-based activities, and to what extent these instructional mechanisms support the transfer of theoretical knowledge into practice.
Particular attention is given to the pedagogical value of simulation as a structured learning technology and to the role of game mechanics in sustaining motivation, interaction, and active involvement. The paper also discusses the capacity of such course design to create a more adaptive, practice-oriented, and student-centered educational setting.
The findings contribute to current discussions on technology-enhanced learning, simulation-based instruction, and innovation in marketing education. The study provides empirical evidence that gamified instructional design can serve as an effective framework for improving engagement and applied learning in advertising education, while also offering a transferable model for the development of digitally supported learning environments in related disciplines