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

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.