Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education

Muhammad Umer Zubair (), Muhammad Abbas Khan, Muhammad Usman Hassan (), Khursheed Ahmed and Taha Aziz
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Muhammad Umer Zubair: School of Civil & Environmental Engineering, College of Engineering, King Faisal University, Al Hofuf 31982, Saudi Arabia
Muhammad Abbas Khan: School of Civil and Environmental Engineering (SCEE), National University of Sciences and Technology (NUST), Islamabad 44000, Pakistan
Muhammad Usman Hassan: School of Civil and Environmental Engineering (SCEE), National University of Sciences and Technology (NUST), Islamabad 44000, Pakistan
Khursheed Ahmed: School of Civil and Environmental Engineering (SCEE), National University of Sciences and Technology (NUST), Islamabad 44000, Pakistan
Taha Aziz: School of Civil and Environmental Engineering (SCEE), National University of Sciences and Technology (NUST), Islamabad 44000, Pakistan

Sustainability, 2024, vol. 16, issue 14, 1-14

Abstract: Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately reignite students’ interest in STEM education. This paper reports a case study presenting the effects of simulation games on enhancing the learning experiences of civil engineering students through an intervention method. It develops a framework for enhancing learning through game-based learning. Intervention included the following two groups: a control group exposed to conventional teaching methods and an experimental group introduced to the simulation game. Following the learning sessions, a survey was conducted to gauge students’ perceptions about the proposed framework. Results indicated a strong positive response from students toward the game-based learning approach. They expressed satisfaction with its effectiveness in improving their understanding. Independent t -tests found that the mean score (4.13) for entertainment via the game exceeded that of traditional teaching methods (3.72). Furthermore, 85% of students acknowledged the game’s utility in reinforcing civil engineering concepts, compared to 67% for traditional methods. Many students suggested expanding the game to cover a wider range of topics in future versions to enable a more comprehensive learning experience.

Keywords: active learning; game-based learning; intervention; STEM; students (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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