Game-Based Learning Enhances Engagement and Comprehension in Undergraduate Architecture and Biology Education

Bibliographic Data

ID22044862
AuthorsSomaye Seddighikhavidak (0000-0002-3604-5134, University of Hartford), Somaye Seddighi-Khavidak (University of Hartford), Barbara N Sanchez (0000-0003-0581-2713, University of Hartford), Sunny S K Chan (0000-0003-1432-7381, University of Hartford), Gengyun Le-Chan (0009-0001-6056-484X, University of Hartford)
Year2025
Volume16
Issue1
Pages9
Publication date2025-12-21
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16010009
OpenAlexW7117315179
LanguageEN
Citations received1
References cited22

Background: Game-based learning (GBL) grounded in constructivist and experiential learning theories has emerged as a promising strategy to improve engagement, motivation, and knowledge retention in higher education, particularly within STEM disciplines. Methods: This mixed-methods study evaluated the impact of GBL on student engagement, self-efficacy, and knowledge retention in undergraduate biology and architecture courses—two fields where GBL remains underexplored. Results: Thirty-three students (age 19.6 ± 1.6 years) participated, with near-equal representation from biology (51.4%) and architecture (48.6%) majors. Following GBL implementation, students reported significantly higher levels of engagement, participation, and perceived retention (p

Accountability · Comprehension · Electronic learning · Experiential learning · Instructional design · Interactivity · Knowledge level · Self-regulated learning · Student engagement · Biomedical and Engineering Education · Educational Games and Gamification · Innovative Teaching Methods · Architecture

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Open DOIOpen Access