The Co-Creative approach to digital simulation games in social science education.

This paper focuses on the educational possibilities and potential of digital simulation games in higher education. It provides the detailed examination of the true experimental design of a co-creative gamified classroom that could be used in different academic subjects in social science education. In this pedagogical experiment, we tested the effects of a co-creative gamification classroom within a Public Sector Economics course attended by 253 first-year master's students. We used pre-test and post-test examinations, surveys, and interviews to evaluate and compare effects on learning outcomes and course evaluations of different classroom modes (with and without a co-creative approach and digital simulation games). This paper presents a quantitative and qualitative analysis of the proposed experimental design, using treatment and control groups. Our conclusions make a contribution to the discussion of the co-creative approach in education, proving that its digital implementation can develop students' generic and professional skills. We also reveal a more conscious and motivated attitude toward the future profession of those students who participated in the process of creating the game. • Co-creative digital simulation games have the greatest educational potential. • Co-creative approach to digital simulation games improves course evaluation. • Co-creative approach to digital simulation games leads to better student outcomes. • Co-creative gamification classroom forms positive attitudes to future professions. [ABSTRACT FROM AUTHOR]