Optimization for roader implementation of the intervention. In the pilot implementation, quizzes were created as revision games after each learning unit. Each quiz featured 10 to 15 customised questions. Students joined the game using unique codes. A fun atmosphere was created with gaming sounds to enhance motivation and engagement (Ortiz et al., 2016). The learning content included heat exchanger design, sustainability, distillation design, ethics, and professionalism. After each quiz, Kahoot! generated performance analytics, indicating correct responses, participation rate, game duration, question difficulty, players needing follow-up, and incomplete games. The detailed player rankings promoted competition. The games (quizzes) can be repeated, allowing knowledge retention and authenticity (Lombardi & Oblinger, 2007) and the scores can be downloaded for grading. Overarching Themes The four stages of qualitative data analysis (Mayan, 2009) were followed in this mixedmethod study: (1) data preparation, (2) reading and reflecting, (3) coding, categorising and memoing, and (4) developing themes/ conceptual models or theory. A focus group study was held to collect the qualitative data. Thus, the following themes were arrived at: 1. Game-based learning promoted an unconventional, nuanced, positive learning experience using the appeal of fun, excitement, and competition as catalysts to motivate students to show a greater interest in their studies. 2. The game-based learning intervention promoted inclusive learning, created communities of practice among the students, and promoted positive peer engagement, resulting in the “breaking down” of barriers between students and their peers and students with the instructor. The action of “breaking down” these perceived barriers united the class and revoked the notion that the instructor is the only source of knowledge in the class. Rather, students started to see the value in learning from each other. 3. The game-based learning intervention transcended learning across the boundaries of the classroom by demonstrating the “bigger picture” to students in terms of how chemical engineering concepts and principles are applied to the industry. The students enjoyed the intervention and supported the facultywide adoption of the intervention. Quantitative Results Quantitative data collected from student surveys was used to validate the qualitative themes. Theme 1 deals with the joy and excitement associated with game-based learning. It also deals with student engagement caused by gamebased learning, as it translates to students’ motivation when working on their tasks and assessments. 88.6% of the class believed that game-based learning created a joyful and exciting learning atmosphere that was conducive to student engagement and learning. Of this large proportion of the class, 69.3% strongly supported Theme 1, thus validating the first qualitative theme. Theme 2 deals with inclusive learning, peer engagement and the shifted focus on the instructor as the facilitator of learning, to peer learning and engagement resulting from students learning from each other. A significant proportion of the students believed that game-based learning promoted student engagement (92%), thus validating the second qualitative theme. Theme 3 dealt with how game-based learning transcended learning, focusing on industrial applications of knowledge. The corresponding survey question sought to determine the extent to which students felt a change in awareness of how their module was linked to the industry. Almost 90% of the class believe that game-based learning helped them to transcend their learning by drawing explicit links between the learning content and industrial practices. Conclusion and Impact The study and the educators’ personal reflections showed that the students enjoyed game-based learning as an alternative to traditional learning methods. Students were excited to engage with the material and fellow students and to challenge themselves to achieve their learning goals. Overall, game-based learning provided a fun and engaging authentic learning tool that students identified as a preferred alternative to traditional teaching methods. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 115
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