Gaining Student Engagement Through Project-Based Learning: A Competitive 2D Game Construction Case Study

Abstract

In this work we consider an open artificial intelligence game as a matter of study within the lectures of artificial intelligence to combat lack of motivation and increase engagement within the classroom. During formation, students in computer science can deal with moderately complex projects, nevertheless, dealing with such problems is relegated to the Degree Final Project. In this investigation we show the procedural steps of how project-based learning combined with game construction can effectively be used to promote engagement in informatic lectures at university. For the task, we build a 2D game engine and propose students to enroll in factitious research teams with the aim of programming intelligent agents that play the game employing artificial intelligence techniques. The intended principal outcome is to show evidence of the application of project-based learning in artificial intelligence within the lectures, and how it can be combined with game construction to increase motivation in the classroom. Project-based learning has the students learn, organize, and solve challenges while students themselves remain their own responsible for the investigation and process of work. We propose to follow a series of sequential phases that conform a set of milestones that incorporate a project-based learning approach to the lectures. Through this work we show that the use of project-based learning combined with game construction provides reliable evidence that a much deeper understanding about artificial intelligence is attained by students participating in the challenge. Student evaluation questionnaires and final grade results attained by students indicate that students remained more engaged during the semester in comparison to previous semesters in which lack of motivation was reported.

How to Use Artificial Intelligence to Improve Entrepreneurial Attitude in Business Simulation Games: Implications From a Quasi-Experiment

“…AI technology can provide participants with an engaging, challenging and fun gaming environment (Dreżewski and Solawa, 2021), which is conducive to a deep learning experience, thereby promoting an immersive experience. Students learn better when they construct knowledge in a more engaging environment (Lopez-Gazpio, 2022). AI can also collect participants' motivation and attention levels in different links through neuroscience techniques such as electroencephalogram signal and eye tracking, so as to fully understand the participants' gaming experience and the attractiveness of the game (Ferreira et al, 2021).…”

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

“…Jian et al (2021) discussed how AI improves student learning abilities, consequently enhancing teaching effectiveness [56]. AI has been shown to increase classroom engagement in project-based learning settings [51,78] and stimulate learning motivation by providing immersive experiences through hologram technology [79]. Oudeyer (2017) and Popenici and Kerr (2017) emphasized the pivotal role of AI in fostering autonomous learning, curiosity, and intrinsic motivation, which are crucial elements for social learning and peer interactions [80,81].…”

The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence

“…Teachers and schools provide recommendations to improve PBL teaching pedagogy. Lopez-Gazpio (2021) PBL consists of a sense of organization, problem-solving, learning, and process accountability in children. A PBL approach to lectures proves that students' active engagement results in far greater comprehension when paired with game design.…”