Nurun Nahar

Games-based learning constitutes integrating games into learning experiences to create effective learning environments by applying some common characteristics which improve intrinsic and extrinsic motivation. Using an exploratory study design and reflexive thematic analysis, this paper shares insights from a research study conducted between September 2021-April 2023, to co-evaluate the effectiveness of a co-created games-based learning application, for formative assessment of learning on a business undergraduate programme. Potential benefits of games-based learning in higher education institutions (HEI) include introduction of a structured rewards system and goals in a fun and focused way into learning that can act as a powerful motivator to enhance engagement and promote participative interaction It offers an alternative opportunity to HEIs to redefine learner experience by re-evaluating contemporary pedagogies.
Findings from this study indicate, application of games-based learning as a pedagogical intervention, can improve learning experience of students on business management programmes by allowing students to take ownership of learning. The co-created application piloted in this study, helped students to recall contents learned and track their performance through instant feedback received upon completion of a game. It also supported students in identifying weaknesses in their grasp of knowledge related to particular topics within a module and motivated them to work on areas of improvements. A key challenge identified by the students was expectation of a variety of games within GBL approaches to keep intrinsically motivated to use such applications for learning.

Student-Staff Partnership (SSP) encapsulates the pedagogy of teaching and learning in various settings through student-staff reciprocal partnership practices in the Higher Education (HE)sector. The application of SSP for successful redesigning and delivery of the curriculum can be traced across various disciplines in a number of pedagogical contexts. This paper narrates a case study of how educators can partner with first year undergraduate students to redesign and deliver an existing module curriculum through co-creation of e-learning materials for teaching and learning. It also exemplifies how readily accessible digital applications can be used in order to develop students’ digital literacy skills and promote inquiry based learning in the process.
An action research project was undertaken to assess the benefits of including specific digital applications in the curriculum in order to promote learners’ digital literacy skills. The impact of SSP as an approach for curriculum redesign, delivery and as a facilitator of research and inquiry skills in undergraduate students was also evaluated in the process through the co-creation of e-learning materials. A focus group was conducted to capture participants’ responses and thematic content analysis was undertaken for data analysis. Findings suggests, using digital applications for co-creation of e-learning materials improved learners’ confidence in embracing and using digital applications for learning, communication and dissemination of evidence based information through the process of inquiry and research based learning. Additionally, students found SSP effective as an approach for redesigning the curriculum since it provides a platform to capture students’ expectations of the use of relevant digital applications in the delivery of the curriculum to facilitate learners’ digital literacy skills development processes. Furthermore, through this project a large database of co-created e-learning materials were generated which were integrated into the module for blended learning and future re-purpose in the delivery of the curriculum.