Softskills in Management Education under NEP 2020: A Comparative Analysis of Traditional and Gamified Learning Approaches

Abstract

The findings from the study introduce a new perspective to the literature by demonstrating the impact of various traditional and gamified methods in developing soft skills among management students. This aligns with the National Education Policy 2020, which emphasises skill-based education and the integration of technology. The policy advocates for innovative and creative teaching methods designed to enhance cognitive and social skills. Therefore, this research seeks to determine whether gamification is a more effective alternative to traditional pedagogy in promoting critical soft skills, such as communication, collaboration, problem-solving abilities, and adaptability in today's rapidly changing environment.

This study uses a mixed-methods quasi-experimental approach to analyse soft skills development among management students from different institutions. The research compares two groups: one receiving traditional teaching (control group) and the other participating in game-based activities (experimental group).

Quantitative data was collected at three points during the course using established assessment tools to measure soft skills and overall satisfaction. We examined the differences in task performance between the groups to explore how gamification relates to skill improvement.

Qualitative data were gathered through semi-structured interviews, providing richer insights into the role of gamified learning in developing soft skills and the effectiveness of interactive lectures. Themes identified through thematic analysis included engagement, motivation, digital literacy, and perceived inclusivity.

The results indicate that a gamified approach is more effective than traditional training methods in enhancing communication, teamwork, problem-solving, and adaptability skills. Learners in the gamified group exhibited higher levels of engagement, motivation, and satisfaction with the learning process. These findings are further supported by qualitative observations and examples that illustrate how gamified elements, such as points, badges, and leaderboards, foster interactive and collaborative teaching and learning. The research also shows that gamification improves digital literacy, aligning with the recommendations for the use of technology in education.

In summary, the findings of this study indicate that incorporating gamification into management education programmes can significantly enhance the development of soft skills and align with NEP 2020 aspirations. The results have practical implications for curricular changes, strengthening digital infrastructure, faculty development, and evaluation processes that can facilitate the adoption of gamified approaches in higher education. Future research should also explore the technical limitations and the balance between extrinsic and intrinsic motivation to support the design and implementation of gamified learning experiences.