Developing Generic Competences in University Degree Programmes through Board Games

Partners

UEMC Educational Innovation Project performed by:

Azael J. Herrero

Elvira Jensen Casado

Sonia Garrote Fernández

Miriam Herrero Martín

Francisco José Pinto Fraga

Eduardo Ibáñez Carriedo

The main objective of the project was to develop generic competences in university students through the use of board games. These competences, which include skills such as teamwork, decision-making, and creativity, are essential for a well-rounded education and are not acquired through theory alone. The project aimed to identify which competences can be developed through board games, select the most suitable games for this purpose, and design tools to assess the impact of this methodology on students.

The methodology was divided into three phases. In the first phase, a group of experts evaluated both the competences and the board games through a questionnaire in order to select the most appropriate ones. In the second phase, a pilot group of students took part in weekly game sessions, where competences were assessed before and after the process. Finally, in the third phase, a larger group of students was evaluated using a similar experimental design, incorporating additional tools to measure progress and interaction during the sessions.

Results

The project succeeded in identifying the generic competences that can be developed through board games, selecting those best suited to fostering skills such as teamwork, decision-making, and creativity. A specific assessment tool was also designed to evaluate the development of these competences in students. Through the implementation of the project first with a pilot group and later with a larger group, it was possible to observe how actively students participated and how board games became an effective tool for teaching these competences.

In addition, the results showed a significant improvement in key competences such as leadership, interpersonal skills, and decision-making ability, according to the researchers’ assessments. Although students did not perceive major changes in their self-evaluations, external observers confirmed notable progress in several areas. The project was well received by students, creating a positive learning environment, which suggests that this methodology has strong potential for further development in the educational field.