Providing academic excellence and value-based Commerce education.
- To provide contextually relevant and value-based commerce education
- To train students with skills and competence for employment
- To prepare students for higher education in Commerce Studies
- To train students with the required skills for self-employment
- To promote and emphasis on experiential learning and skill-based learning in the areas of commerce
About the Course
The importance of commerce education has increased because of the several opportunities available to commerce graduates. Our commerce programme aims to prepare our students to select their professional career from a number of options available in the industry.
A candidate shall be awarded the Bachelor’s Degree in Commerce (B.Com.) after the successful completion of the course that lasts for three years and an Honours in B.Com after 4 years. The programme enables students to have fundamental knowledge of Accounting, Marketing, Taxation, Statistics, Auditing, Cost Accounting, Finance, etc.
Software Publishers, Information System Managers, Database Administrators, System Analysts, Chief Information Officers, Computer Graphics, Internet Technologies, Accounting Applications, Personal Information Management, Systems Analysts, Web Developers, Network Administrators, System Managers, Computer Programmers, Software Developers, Software Testers, etc.
- PAULASAMVED – Intra Collegiate Fest
- INFOVISION – Inter Collegiate Fest
- PAULAPRADARSHANA – Commerce Exhibition
- MUNCH FAIR – Food Carnival
- PUNDIT-MEET – Guest lectures on emerging topics in commerce
- Industrial visits/internships
- Bridge courses in Accounting and Business Mathematics
- Commerce Club activities
- Commerce Lab
- Paper presentations by students
- Certificate courses
- Coaching for professional courses – CA & CS, Logistics
- Placement Training – interview skill, group discussion, resume preparation
- Placement assistance – campus placement drive and campus interview
- Participation in Commerce Fest
Specialisations – Logistics
Gamification This course provides students with the opportunity to study the impact of gamification in a blended setting. Students will learn basic game theory, explore elements of gaming that can be added to existing courses and to apply the characteristics of a successful gamified course. The end product is a gamified course outline that can be put to use immediately.
Upon completion of this course, students will be able to: Develop a conceptual understanding of game theory, explore some common elements of games, apply gamification strategies to the classroom.
- The course presents the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges.
- Its main focus is on the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.
- In this module, we’ll look at what gamification is, why organizations are applying it, and where it comes from. While there isn’t universal agreement on the scope of the field, a set of concepts are clearly representative of gamification.
- The course also explains why the concept of games is deeper than most people realize, and how game design serves as a foundation for gamification.
- Develop a conceptual understanding of game theory
- Explore some common elements of games
- Apply gamification strategies to the classroom
- Design and deliver a gamified lesson from an existing unit of study
Duration: 70 hrs theory + 30 hrs practical
Introduction – Definition of Gamification – Why Study Gamification – History of Gamification – Game Thinking – Game Elements – Examples and Categories – Gamification in Context – What is a Game – Games and Play – Video Games- Just a Game?
Why Gamify- Think like a game designer- Design Rules – Tapping the Emotions – Anatomy of Fun – Finding the Fun – Breaking Games Down – The Pyramid of Elements -The PBL Triad – Limitations of Elements.
Objectives and Behaviours – Players – Activity Loops – Fun and Tools – Taking Stock – Is Gamification Right for Me – Design for Collective Good – Designing for Happiness.
Pointsification – Exploitation ware – Gaming the Game – Legal issues – Regulatory issues -Beyond the Basics – Inducement Prizes – Virtual Economies – Collective Action – The Future of Gamification.
Gains and retains learners’ attention (engages and entertains) – has a competitive narrative – clearly defines policies and procedures – has flow (tasks and rewards are achievable but challenging)- provides fast feedback, and teachers’ learners the content.
- Article: ISTE – “5 Ways to Gamify Your Classroom” (2020)
- Article: Ditch That Textbook – “20 Ways to Gamify Your Class” (2020)
- Resource exploration:
- Article: We Are Teachers – “The Teacher Report: Classroom Management Tricks to
- Keep Game-Based Learning Running Smoothly” (Hudson, 2012)
- Video: Tom Driscoll – “Student Perspectives on Gamification” (2013)
Discussion: Your Gamification Integration Experience – create a video sharing your experience integrating gamification into your BL model. – You may use Screencast-o-Matic, Jing, QuickTime, or any other video making software/digital tool that you prefer. – Provide details regarding one or all of these elements:
- Student engagement
- Personalization of the learning experience
- Student achievement
- Successes of gamification integration
- Relevant challenges (and how you overcame them)
- Anything else you’d like to discuss regarding your blended instructional practice
- Once you post your video, review and respond to your classmates’ submissions and complete this form.
- C BRABHAM, Crowdsourcing, Boston 2013
- BURKE, gamify: How Gamification Motivates People to Do Extraordinary Things, Gartner 2014;
- F. HENDRICKS, P.G. HANSEN, Infostorms. How to Take Information Punches and Save Democracy, Springer 2014
- LERNER, Making Democracy Fun. How Game Design Can Empower Citizens and Transform Politics, Boston (MA) 2014;
- NORRIS, Digital Divide, Civic Engagement, Information Poverty, Cambridge 2001
- S. NOVECK, Smart Citizens, Smarter State, Cambridge (MA) 2016
- R. SUNSTEIN, Why Nudge? The Politics of Libertarian Paternalism, NewHaven 2014