Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study

• Published in: Education and information technologies Vol. 29; no. 14; pp. 17915 - 17941
• Main Authors: Safiena, Sufiana, Goh, Yang Miang
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.10.2024; Springer Nature B.V
• Subjects: Authentic Learning; Computer & video games; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Construction accidents & safety; Education; Educational Technology; Games; Higher education; Information Systems Applications (incl.Internet); Questionnaires; Regression (Statistics); Regression analysis; Reliability; Simulation; Skill Development; Student Motivation; User Interfaces and Human Computer Interaction; Authentic learning; Questionnaire validation; Construction safety; Digital simulation games; Higher education; Hazard identification
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-024-12543-z

Traditional teaching methods like lectures can hinder the integration of theoretical knowledge and practical skills in higher education. To address this challenge, digital simulation games (DSGs) offer promising solutions through immersive and interactive learning experiences. Research shows that DSGs can motivate learners, enhance subject interest, and improve practical skill development in higher education. Authentic learning, which incorporates real-world contexts, tasks, and assessments, can address this gap by enhancing engagement and critical thinking. Unfortunately, there are no validated instruments to measure the effectiveness of DSGs and authentic learning. This study aimed to develop and validate the authentic digital simulation game (ADSG) questionnaire to assess DSGs’ effectiveness in higher education. The ADSG questionnaire was administered to 155 undergraduates who utilized a construction hazard identification DSG for a construction safety course. Statistical analyses were conducted, including exploratory and confirmatory factor analyses (EFA and CFA), logistic regression, and internal consistency reliability assessments. The 17-item scale generated four significant factors: (1) collaboration and sharing of ideas, (2) authenticity of context, (3) clear objectives and guidance, and (4) game design elements. The CFA confirmed the revised model's validity (CFI = 0.92, RMSEA = 0.07) and the logistic regression model was statistically significant (χ2 (4, N  = 155) = 28.860). The odds ratios are 0.33, 1.71, 2.28 and 0.83 respectively. Clear objectives and guidance were found to have the most significant impact on the perceived effectiveness of DSGs, while game design elements had less influence. This study provides a valuable tool for educators and practitioners to evaluate and enhance DSGs effectively in higher education.