The power of play: integrating competitive sandbox game for experiential learning to foster twenty-first century skills
Abstract This study investigated the effectiveness of using competitive sandbox game-based experimental learning (CSG), specifically employing a sandbox game with a detective narrative, in fostering the 4 Cs competencies (i.e., communication, collaboration, creativity, and critical thinking) for stu...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-06-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-025-00528-y |
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| Summary: | Abstract This study investigated the effectiveness of using competitive sandbox game-based experimental learning (CSG), specifically employing a sandbox game with a detective narrative, in fostering the 4 Cs competencies (i.e., communication, collaboration, creativity, and critical thinking) for students in higher education settings. A cohort of 110 university students were involved in the randomised experimental study. The experimental group (N = 55) participated in 12 intensive competencies training sessions over three weeks through CSG, whereas the control group (N = 55) engaged in teacher-led instruction for the same duration. Knowledge tests, questionnaire surveys, and student performance were utilised to assess the effectiveness of holistic competencies development. A focus group interview (N = 6) was followed up to explain the quantitative findings. The findings indicated that students in the CSG group showed significant improvement in the 4 Cs skills (i.e., communication, collaboration, creativity, and critical thinking) compared to those in the teacher-led instruction group, as measured by both self-reported and performance-based measures. However, no significant differences were observed between the two groups in the acquisition of the 4 Cs conceptual knowledge, suggesting that while the CSG instruction is effective in fostering the 4 Cs skills development, it does not necessarily enhance knowledge acquisition. Thematic analysis of interview data identified three factors (i.e., enjoyment of the gameplay, relevance, and increased self-confidence) that might contribute to the 4 Cs skills development. The findings also revealed that the failure to detect a positive effect of the CSG approach on the 4 Cs knowledge acquisition might be attributed to distraction from the sandbox gameplay and time constraints on the tasks. The findings contribute to the design and effectiveness of integrating esports into existing pedagogies for developing twenty-first century skills in higher education, meanwhile adding additional insights into the complexity of skills development in the gaming context. |
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| ISSN: | 2365-9440 |