Effects of game-based problem-solving framework on soft skills development for undergraduate students
<p>This study aims to develop and validate the game-based problem-solving framework to</p><p>develop innovation capability among undergraduate students. This study focuses in the</p><p>use of digital game-based learning (DGBL) app...
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| Format: | thesis |
| Language: | eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9798 |
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| Summary: | <p>This study aims to develop and validate the game-based problem-solving framework to</p><p>develop innovation capability among undergraduate students. This study focuses in the</p><p>use of digital game-based learning (DGBL) approach to learn soft skills required for</p><p>developing product innovation capacity. This study consists of two phases. The first</p><p>phase involves exploratory study to develop the conceptual framework. In the second</p><p>phase, a quasi-experimental design was used in this study. A total of 106 undergraduate</p><p>students were chosen from two universities as studied subjects to participate in a onegroup</p><p>pre and post-test study. There are three instruments developed in this study that</p><p>were soft skills game Inventors of Future (IoF), a game-based training module and</p><p>an achievement test. Wilcoxon Signed Rank test showed significant difference between</p><p>two groups on pre-test and post-test scores of overall soft skills (p < .001), problem</p><p>solving (p < .001), creative thinking (p < .001) and critical thinking (p < .001). Further</p><p>analysis from Kruskal Wallis H test and Mann Whitney U test revealed that students</p><p>from the applied sciences background improved their soft skills score significantly after</p><p>the exposure to the framework. The findings also showed that students from both</p><p>universities developed critical thinking skills significantly through learning selfassessment</p><p>technique from IoF. Both results implied that the adaption of soft skills in</p><p>DGBL required open-ended learning environment with guided instructions. The results</p><p>also implied that soft skills performance can be assessed from the alignment of Blooms</p><p>taxonomy with game-based content. A guiding principle is developed as a contribution</p><p>of this study for students, instructors, and game designers in adapting the framework to</p><p>develop soft skills among undergraduate students in future. In conclusion, this</p><p>framework can be applied in learning critical thinking skill required for developing</p><p>innovation capacity.</p> |
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