Abstract:

The Covid-19 pandemic has become a global health concern with significant educational implications. Many, if not all, classrooms have resorted to being fully online, and to deliver class content using blended learning and Web 2.0 tools. However, some of the significant challenges of poorly designed online learning environments were low student involvement in the online classes, which led to the deficit of collaboration, engagement, and motivation. Moreover, our current online learning environments are also limited in addressing students' online learning needs and cultivating higher order thinking and collaborative skills.

Research has suggested that the connectivist approach to designing online classes would help to provide online activities, enable group discussions, provide information resources, and give feedback to learners. Game-based learning has been found to be beneficial in terms of motivating learners, increasing their sense of control over their learning, and improving their learning performance and perspectives, when designed appropriately. The incorporation of game-based learning has been shown to lead to an increase in student engagement and to promote a deeper understanding of the content, which makes it a suitable element to include in connectives learning environments. Many studies on game-based learning have shown that it can be a successful tool to create a more engaging learning environment. Gamification can be used to promote active learning as they can help to reinforce concepts learned, increase involvement with the course content and allow students to take ownership of their success. In addition, it can also provide scaffolding support when used appropriately. However, research has shown there is still a need to investigate the concept of scaffolding in game-based learning environments and capture the scaffolding aspects of game-based learning that support learning.

Therefore, this study seeks to investigate the impact of a game-based connectivist learning environment on student engagement and learning experiences, particularly in their collaboration skills, and provide educators in institutions of higher education a framework for using game-based learning to scaffold student learning. The study was conducted on students taking design courses in the faculty using a mixed-method design method and convenient sampling. Findings in this study were triangulated from the data collection instruments which included a pre and post test, 5-point Likert attitudinal surveys, and open-ended questions for student comments. The methodology involved the redesigning of the class and the incorporation of connectivist game-based learning approaches to engage and enhance the student learning experiences. Results of the study showed that students were very motivated to learn within this game-based learning environment. In addition, critical scaffolding success factors were identified and a connectivist game-based learning framework was presented.

Keywords:

Connectivism, Game-based approaches, Online learning, Learning Experiences, Collaboration.