Online Learning Using Game Design

Abstract

This chapter reviews students' online learning experiences in an architecture module: designing a game as the learning outcome. This game design approach uses constructionism theory to analyze the learning process acquired by the students. The study employs a quantitative method. An online survey was used to collect data from a batch of undergraduate architecture students enrolled in a technical module offered online. Most students reported they had a meaningful learning experience. However, the students felt that online learning did not promote successful peer interaction, which is critical for peer learning. The results from this study indicated students preferred to develop better interaction with other students, which is an essential component of learning in architecture education-peer learning. The findings revealed that this pedagogical method could improve architecture students' learning experience and engagement. The findings provide insight on online learning platforms that might change teaching and learning after the pandemic.