Impact of Game-Based Learning (GBL) Teaching Innovation Model in Quantitative Courses: A Self-reflection
AUTHORS
Greeni Maheshwari,RMIT University, Ho Chi Minh City, Vietnam
ABSTRACT
This paper is a self-reflection of a researcher teaching and coordinating different Quantitative courses in South East Asian countries (Vietnam) with second language learners. The paper discusses a game-based innovative teaching model with a touch of a humanist approach in Quantitative courses, which creates an authentic learning environment by embedding authentic learning activities using online technology tools like Socrative, Quizlet, hands-on activities, and authentic assessment to enhance overall students' engagement and their performance with the course. The innovative teaching model is presented in this paper with some examples of teaching practices that the researcher uses in her classes. This innovative teaching model had a positive impact on students' grades and the lecturer's Good Teaching Score (GTS) and performance. This innovative teaching approach has helped the researcher get recognition in the form of various teaching awards for several years internally within the university and externally by being recognized as Senior Fellow externally from Higher Education Academy, UK. This self-reflection study might help other lecturers teaching business statistics courses by creating or adjusting the same model in their settings.
KEYWORDS
Quantitative courses, game-based teaching approach, self-reflection, students’ engagement, teachers’ performance