Enhancing learning in design for manufacturing and assembly: the effects of augmented reality and game-based learning on student’s intrinsic motivation

Abstract

Purpose This study aims to examine the effects on student motivation and perception of technological interventions within undergraduate mechanical engineering and product design and manufacture programs at a Sino-foreign international university. The authors use an augmented reality game application within a class on Design for Manufacturing and Assembly (DfMA) that was developed using the approaches of microlearning and digital game-based learning (DGBL). Design/methodology/approach Structured as design-based research, the study reports on developing innovative educational interventions and provides an empirical investigation of their effectiveness. Data were collected using a mixed methods approach, using pre- and post-tests and questionnaires, together with researcher observations and participant interviews. Findings Through two rounds of playtests, the game positively affected intrinsic motivation and encouraged higher-order cognitive learning, critical thinking, communication and collaboration. Collaborative learning plays a significant role, DGBL is preferred over traditional methods and microlearning reduces information density and cognitive overload. Originality/value The study contributes to our understanding of digital game-based interventions on students’ intrinsic motivation and provides insights into effective ways to design instructional materials in similar teaching and learning settings.