{"id":{"repo_id":"mit","oai_identifier":"oai:dspace.mit.edu:1721.1/151565"},"canonical_url":"https://search.dev.ndltd.org/etd/mit/oai:dspace.mit.edu:1721.1/151565","repository":{"repo_id":"mit","name":"MIT","base_url":"https://dspace.mit.edu/oai/request"},"display":{"title":"Gamifying Higher Education for Generation Alpha: Aligning Cognitive Behavioral Needs with Business Value through a Human-Centered Approach","abstract":"This thesis proposes a human-centered framework for gamification in higher education that aligns cognitive behavioral needs with business value for Generation Alpha, the cohort born after 2010. By analyzing the gaps between current education practices and Generation Alpha's needs, the methodology aims to bridge the divide. The literature review underscores the importance of empathizing with Generation Alpha's cognitive behavioral needs, including socialization and communication skills, creativity and innovation, digital literacy and technology skills, emotional intelligence and resilience, and cultural competency and global awareness. Gamification is posited as a potential strategy for engaging and motivating Generation Alpha in higher education. The benefits of gamification encompass personalization and feedback, collaborative and social learning, real-world application and problem-solving, and experiential and immersive learning. 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The benefits of gamification encompass personalization and feedback, collaborative and social learning, real-world application and problem-solving, and experiential and immersive learning. 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