Background This project sought to find a solution to mitigate the challenges associated with large undergraduate Chemical Engineering classes: enhanced student heterogeneity, poor student behaviour, inadequate attention to individual students, and poor student engagement (Fortes & Tchantchane, 2010). In large classes, students lose their individuality, resulting in decreased motivation, poor engagement, lower attendance, and disruptive behaviours (Wadesango, 2021). Active learning is suggested to counteract these problems (Conteras & Corzo, 2011; Hornsby & De Matos, 2013; Felder, 2010). Since lecturing remains the predominant pedagogical method in undergraduate classes, alternative approaches are needed for active and student-focused learning (Mulryan-Kyne, 2010). This study proposed game-based learning to promote an active learning environment in undergraduate Chemical Engineering classes. According to Feuerstein’s Theory of Mediated Learning, mediation can alleviate learning deficiencies (Tan, 2003). Structurally modifying students’ cognitive abilities can improve student competence through mediation. The three main parameters are intentionality and reciprocity, mediation of meaning, and transcendence (Tan, 2003). Game-based Learning for Active Learning Games are related to fun, enjoyment, excitement, and relaxation. Game-based learning entails applying gaming elements in alternate situations to influence behaviour (Scepanovic et al., 2015; Wang et al., 2022). In higher education, game-based learning can be used to incentivise students to learn independently. Students can collaborate through game-based learning to build connections. A game-based learning process can immerse students and foster a positive attitude toward learning. Through game-based learning, learning is transitioned to a fun and rewarding quest. Methodology A six-phase methodology was followed to achieve game-based learning in the classroom: • Procurement of a game-based learning platform (Kahoot! in this case) • Training of the team members (lecturers, tutors, and students) • Student on-boarding • Pilot implementation • Data collection According to Feuerstein’s Theory of Mediated Learning, mediation can alleviate learning deficiencies (Tan, 2003). Structurally modifying students’ cognitive abilities can improve student competence through mediation. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 114
RkJQdWJsaXNoZXIy MjU1NDYx