Integrating Game-Based Learning into Quantitative Courses: A Reflective Study on Teaching Innovation
AUTHORS
Anna-Lena Weiss,Institute for Educational Innovation, Faculty of Humanities and Social Sciences, University of Mannheim, Baden-Württemberg, Germany
Heidemann Markus,Chair of Applied Statistics and Digital Learning, Faculty of Economics and Management, Technical University Dortmund, North Rhine–Westphalia, Germany
ABSTRACT
This article offers a structured self-reflective examination of a Game-Based Learning (GBL) model applied in Quantitative courses at an international university in Southeast Asia. The teaching approach combines constructivist and humanistic principles with authentic learning activities and digital tools, including Socrative and Quizlet, to support second-language learners in developing a deeper understanding of statistical concepts. Drawing on several years of teaching and course coordination, the analysis examines how integrating game-based tasks and authentic assessments influenced student engagement, learning performance, and classroom participation. The findings indicate that the approach increased students' confidence in handling technically demanding content and supported measurable improvements in overall course outcomes. In addition, the model had a sustained positive effect on the lecturer's teaching evaluations and resulted in recognition at both institutional and external levels. The study aims to provide evidence-informed insights for educators seeking to enhance Quantitative education through learner-centered and technology-supported pedagogical innovations.
KEYWORDS
Game-based learning, Quantitative courses, Authentic Assessment, Reflective practice, Constructivist pedagogy, Higher education
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