| Title: | Digitally enhanced MICE course—interaction observation with student feedback |
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| Authors: | ID Perko, Igor (Author)
ID Potočan, Vojko (Author)
ID Primec, Andreja (Author)
ID Lebe, Sonja Sibila (Author) |
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| Files: |  https://www.mdpi.com/2079-8954/14/3/263
 RAZ_Perko_Igor_2026.pdf (1,43 MB)
MD5: D605C3AEEF85B9BC4520742D60EAAD91
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| Language: | English |
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| Work type: | Scientific work |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | EPF - Faculty of Business and Economics
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| Abstract: | Background: Digitalisation and gamification are increasingly integrated into higher education, often accompanied by claims of enhanced engagement but also concerns regarding the erosion of student–teacher interaction. While prior research has focused on the effectiveness of tools or learning outcomes, less attention has been paid to how digitally mediated teaching reconfigures the interactional relations between participants. This study examined a hybrid, gamified learning setting in the MICE (Meetings, Incentives, Conferences, and Exhibitions) domain, with a particular focus on the interactional dynamics between teachers and students. Methods: The study employed a CyberSystemic interaction-observation framework to examine a four-week pilot course that combines synchronous online teaching, digital self-learning materials, and group project work. Observations were conducted by participating teachers during planning, execution, and immediate follow-up. Student perspectives were captured through a post-course survey using a 5-point Likert scale, complemented by qualitative follow-up interviews focused on prospective adaptations in future interaction cycles. Results: Interaction observations revealed high levels of student activation during time-bounded, task-oriented phases, particularly in group work and gamified activities, alongside periods of passivity during lecture-heavy phases. Survey results indicate generally positive evaluations of interactive and reflective course elements, though substantial variance exists across participants. Interaction density between teachers and students increased during execution and declined sharply afterwards, suggesting situational rather than sustained relational coupling. Conclusions: The findings indicate that gamified and digitally supported learning environments can enhance short-term engagement and operational coordination, but do not automatically stabilise student–teacher relations or learning processes over time. Within the observed timeframe, gamification appeared most effective when embedded within structured interaction and human facilitation rather than treated as a substitute for them. The study emphasises the significance of temporality and interaction design in assessing collective intelligence while highlighting how immediate feedback can inform future operational and managerial adaptation in hybrid educational systems. |
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| Keywords: | MICE, interaction observation, hybrid learning, gamification, collective intelligence, student–teacher interaction, digital education |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Submitted for review: | 18.12.2025 |
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| Article acceptance date: | 24.02.2026 |
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| Publication date: | 01.03.2026 |
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| Year of publishing: | 2026 |
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| Number of pages: | str. 1-26 |
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| Numbering: | Vol. 14, issue 3, [art. no.] 263 |
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| PID: | 20.500.12556/DKUM-98090  |
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| UDC: | 378:004.9 |
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| ISSN on article: | 2079-8954 |
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| COBISS.SI-ID: | 278115075 |
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| DOI: | 10.3390/systems14030263 |
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| Publication date in DKUM: | 15.05.2026 |
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| Views: | 193 |
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| Downloads: | 9 |
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| Metadata: |    |
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| Categories: | Misc.
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