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Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately reignite students’ interest in STEM education. This paper reports a case study presenting the effects of simulation games on enhancing the learning experiences of civil engineering students through an intervention method. It develops a framework for enhancing learning through game-based learning. Intervention included the following two groups: a control group exposed to conventional teaching methods and an experimental group introduced to the simulation game. Following the learning sessions, a survey was conducted to gauge students’ perceptions about the proposed framework. Results indicated a strong positive response from students toward the game-based learning approach. They expressed satisfaction with its effectiveness in improving their understanding. Independent t-tests found that the mean score (4.13) for entertainment via the game exceeded that of traditional teaching methods (3.72). Furthermore, 85% of students acknowledged the game’s utility in reinforcing civil engineering concepts, compared to 67% for traditional methods. Many students suggested expanding the game to cover a wider range of topics in future versions to enable a more comprehensive learning experience.
Zubair et al. (Sun,) studied this question.