Using Blended and Online Learning to Increase Appreciation of Learning Outcomes: Case of a Problematic Game Design Unit

Isaiah T Awidi^1*Tauel Harper^2,3David Savat²

• ¹University of Southern Queensland, Toowoomba, Australia
• ²University of Western Australia, Perth, Western Australia, Australia
• ³Murdoch University, Perth, Western Australia, Australia

Group projects help students organize personal experiences and textbook knowledge to explore and analyse problems collaboratively. Hwang (2020) and Wu & Wu (2020) found that group work develops cognitive and critical thinking abilities through data collection, analysis, organization, and discussions. Jahnke et al. ( 2022) studied artifact-generated learning in student groups, identifying three levels of active learning: active, constructive, and interactive. They found that group projects can enhance engagement and performance, but overcoming resistance to active learning may require new assessment formats to encourage students to become co-designers.Research suggests that active and blended learning environments encourage collaboration, improve interaction and learning gains, develop problem-solving skills, improve class attendance, overall performance, and attitudes towards learning (Adams et al., 2018;Asarta & Schmidt, 2020;Meltzer & Thornton, 2012). Beichner (2008) examined years of active learning research in different universities, assessing the impact of pedagogical approaches on student learning. Evidence from student interviews, focus groups, classroom videos, and audio recordings showed significant gains from the student-centred active learning environment with upside-down pedagogy (SCALE-UP). Beichner's research found that collaborative design, where students work in groups on hands-on activities, simulations, or interesting questions, develops cooperative learning skills, shares valued experiences, and deepens subject understanding. This finding is confirmed by Soetanto and MacDonald (2017).Drawing from Ambrose et al. ( 2010) principles, effective active and blended learning requires student motivation. Students are less motivated if they cannot see the relevance of the subject to their future careers or personal interests (Drysdale & McBeath, 2018;Kember et al., 2008). To address this, the first six weeks of our study focused on the contemporary significance of games as persuasive media, including their use in procedural rhetoric and the 'gamification' of work, marketing, and social interaction. Research indicates that engagement can be stimulated by explaining the link between learning activities and unit outcomes (Biggs & Tang, 2011). These weeks also introduced extrinsic motivations by outlining the value of the intended outcomes of the design assessment and the unit more broadly.