Table 1: Example of a Game-based Learning Lesson Plan Time Activities Goals 10:00-10:20 Game 1- Acupuncture Competition 1 (30s quizzes) Strengthen students’ acupuncture content knowledge (basic theories) 10:25-10:35 Game 2- Qigong exercise: Ba Duan Jin Promote general health 10:40-11:00 Game 3- Acupuncture Competition 2 (30s quizzes) Strengthen students’ acupuncture content knowledge (acupoints and meridians) 11:05-11:15 South African Performance Promote culture integration 11:20-11:40 Game 4- Acupuncture Competition 3 (30s quizzes) Strengthen students’ acupuncture content knowledge (acupoints and meridians) 11:45 Signatures on the posters and End Figure 1: The TPCK Model (Hu et al., 2022) Within this programme, students actively proposed and designed a series of academic games, fostering a student-centred approach (see Table 1). The primary objectives of these activities were to enhance students’ grasp of acupuncture content, bolster their confidence, and promote collaborative engagement with their peers. Figure 2 below illustrates an example when students were playing games in the programme. Students shared that game-based learning was enjoyable and helped them identify weaknesses in their studies without inducing stress. They emphasised the positive experiences of interacting with students from different years and fields of study. One student stated: “I recalled things I didn’t know, and I discovered areas I thought I knew but forgot under pressure.” (Hu, 2024a) Despite the positive feedback, students also highlightedthe challenges.. For example, students revealed an extremely short duration of engagement with acupuncture content knowledge in the games, which negatively influenced their learning and motivation. To address this matter, I encouraged students to design the games they would like to play during the class. According to the Invitational Education and Pedagogical Content Knowledge, this process would prolong students’ engagement in academic activities. One student from the 3rd year indicated: “Designing and preparing the games itself is valuable. Because you actually revise content knowledge when preparing the answers.” According to students’ feedback, they enjoyed game-based learning. One student indicated: The experience was incredibly enjoyable. It made interacting with our course content and revising effortless and enjoyable. Testing each other and engaging with various aspects of acupuncture in Chinese medicine through this method felt highly beneficial for our learning. The entire day provided a much-needed breather, allowing us to momentarily step away from work and assignment deadlines. Another student added: “I had a fantastic time with the activities, especially the 30-second game [acupuncture quiz competition]. Being tested on challenging topics forced me to think quickly, and the Ba Duan Jin exercise was a highlight.” Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 44 Designing and preparing the games itself is valuable. Because you actually revise content knowledge when preparing the answers.
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