Abstract
This chapter reviews students' online learning experiences in an architecture module: designing a game as the learning outcome. This game design approach uses constructionism theory to analyze the learning process acquired by the students. The study employs a quantitative method. An online survey was used to collect data from a batch of undergraduate architecture students enrolled in a technical module offered online. Most students reported they had a meaningful learning experience. However, the students felt that online learning did not promote successful peer interaction, which is critical for peer learning. The results from this study indicated students preferred to develop better interaction with other students, which is an essential component of learning in architecture education-peer learning. The findings revealed that this pedagogical method could improve architecture students' learning experience and engagement. The findings provide insight on online learning platforms that might change teaching and learning after the pandemic.
TopIntroduction
COVID-19 is arguably one of the most disruptive pandemics in recent years to afflict our societies and higher education. The spread of COVID-19 has forced millions of students and teachers to move their communication online. In March 2020, the Malaysian government implemented multiple measures to contain the Covid-19 pandemic, culminating in the execution of the Movement Control Order (MCO). The Movement Control Order was rolled out on 18 March 2020, requiring the closure of all businesses except those providing essential services and items. The order was enforced more strictly over time, which led to significant improvement in compliance (Tang, 2022). MCO caused significant disruption to higher education in all universities and higher education institutions. As a result, education has changed dramatically with the phenomenal rise of e-learning, whereby teaching is undertaken remotely and on digital platforms.
In the case of Private Higher Education institutions, the transition of teaching and learning from current practice to online learning is smooth and successful because all modules have practiced implementation of online learning, contributing to at least 30% of the class conduct. The problem was the student engagement when teaching and learning a module were done 100% online.
Key Terms in this Chapter
Collaborative Learning: An educational approach involving joint intellectual effort where students work in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product.
Online Learning: A learning method of education whereby students learn in a fully virtual environment using the technology to deliver it. It happens through the internet, either asynchronously or synchronously.
Constructionism: A learning theory, where learners create socially meaningful artefacts, highlights the importance of learning to learn and making things.
Serious Game Design: An applied game designed for a primary purpose other than pure entertainment used to impart skills, knowledge, and attitude or to deliver information using fun elements to engage understanding of its fields and theories.
Student Engagement: The degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they must learn and progress in their education.
Architecture Programme: A multidisciplinary field of studies that encompasses the creative, scientific, and technical aspects of the process of designing the built environment for human habitation.
Movement Control Order: Restrictions on movement, assembly, and international travel and the closure of business, industry, government, and educational institutions to curb disease spread.