Integrating task-based learning and collaborative learning strategies into the design and learning outcomes evaluation of the "Digital Game-based Learning Design" course

The course used in this project is “Digital Game-Based Learning Design”. The teaching objectives of the course include cognitive and practical aspects, which the former allows students to understand the development and trend of digital game-based learning research and system design principles, while the latter allows students to develop a digital game-based learning system. The applicant has employed several teaching strategies into the course to improve students’ learning outcomes. However, after teaching reflections, it is found that there are still some problems. The main reason is that students need to complete the development of a digital game-based learning system at the end of the semester, but this goal will take a long time to complete. Therefore, students may face many problems and challenges in the process of implementing the goals, and even fail to achieve the goals. Therefore, the motivation of this project is to solve the problems found in the teaching site of the above course. This project proposes an innovative teaching strategy that integrates task-based learning and collaborative learning strategies into the course, and designs related teaching activities, including five group tasks and the implementation stages and task content of the tasks. This strategy guides students to complete learning tasks according to different tasks and task implementation stages, and finally achieve the goal of developing a digital game-based learning system. In order to investigate the effectiveness of integrating task-based learning and collaborative learning strategies into the course, the research tools to be used in this project include two categories: system implementation outcomes and questionnaires. The system implementation outcomes are mainly to examine students’ system implementation outcomes at different stages, including the formative assessment to evaluate students’ continuous revisions of the system implementation, and the summative assessment to evaluate students’ completion of the system implementation at the end of the semester. In addition, this project also plans to use questionnaires to examine whether students’ learning satisfaction, collaborative learning ability, and learning perceptions have changed.