A Conflict Management Game in Project-Based Learning

This study evaluates the "Cards of Conflict" serious game as a means of helping higher education students manage team conflicts within project-based learning. Its central argument is that structured, game-based play can build students' awareness of conflict and their capacity to handle it constructively. The research draws on document analysis of reflection notes from 19 first-year game development students, examining a single small case in one educational context.

The findings indicate that the game increased student engagement and social interaction during play. Students reported a broader understanding of the origins of conflict, a recognition of multiple perspectives, and greater familiarity with the five Thomas-Kilmann conflict management modes. A notable conclusion is that collaborative, group-based play proved more valuable than solo play, because discussion allowed students to weigh different resolution styles and appreciate their peers' needs and interests.

The evidence rests on qualitative, self-reported reflections rather than measured learning outcomes, so the results describe students' perceptions instead of demonstrated skill gains. The sample is small and drawn from one setting, which limits generalizability across institutions, disciplines, or longer time periods. The authors situate their findings within established conflict-management and game-based learning theory, grounding the design in sociocultural accounts of collaborative learning and scaffolding.