Integration of debriefing in game-based learning Another challenge was that students retained fun only in gamebased learning (Hu, 2024b). To address this matter, I employed debriefing in game-based learning. Scholars such as Abegglen et al. (2022) believe that ensuring students’ competencies through debriefing is crucial. Kolbe et al. (2019) articulate that debriefing significantly promotes students’ competencies in the world of work. One of the reasons is that debriefing is an effective pedagogical approach to strengthen students’ critical thinking (Dreifuerst, 2015). Figure 2: An Example of Game-based Learning One student said: I like the discussion sessions during gamebased learning. It does not feel like it in the class. You can express whatever you think while still having a lot of fun. All fellow students were free to talk without any pressure. Particularly, you will have a relaxed mood when playing games. Adoption of Socratic questioning in debriefing Overall, students were satisfied with the integration of debriefing in game-based learning. However, after further discussion, some students pointed out that one challenge that they experienced in debriefing was the incompetence of facilitators. For instance, one student indicated: “During the discussion session, the facilitator gave an incorrect hint, which led to the dead end of the critical thinking.” Another student added: “I felt frustrated when the facilitator contradicted himself and corrected himself after a long discussion.” To address this issue, I utilised Socratic questioning in debriefing. I believe this approach will assist in standardising debriefing sessions even with different facilitators. In Socratic questioning, students were asked to think carefully and answer open-ended questions about texts that foster controversy about issues and values (Katsara & De Witte, 2019). One student indicated: “The [Socratic] questioning challenges critical thinking and it always forces me go back to study the content knowledge that I do not understand.” Another student stated: Apart from the games, the discussion session was also interesting and beneficial. It seemed that the facilitator could see where I went wrong in my critical thinking during games. When he probed into my deficiencies, I gained a deeper understanding of the content knowledge. I enjoy recognising my own mistakes. One student said: “Sometimes it was difficult for me to find my own mistakes. After each game, the facilitator discussed key content knowledge in the games, which I believed was very useful.” Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 45
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