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Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students' learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb's experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.