Millennial interior design students' perceptions concerning game-based learning in a lighting design course

Abstract

The purpose of this research study was to assess the attitudes and perceptions of Millennial interior design students concerning game-based learning in a lighting design course. Research indicates Millennial students do not respond well to traditional lecture-based courses (Crittenden, 2002; Jones, 2012; Thaler, 2013). Several higher education disciplines, including interior design education, are modifying their teaching methodologies to accommodate Millennial learning styles (Prensky, 2001). Game-based learning is one of several teaching methodologies that may be effective in boosting Millennial learning (Jones, 2012; Skiba & Barton, 2006; Thaler, 2013). To assess perceptions of Millennial interior design students who have participated in game-based learning experiences, a phenomenological study was conducted with interior design students enrolled in a junior-level lecture-based lighting design course within a four-year university located in northern Colorado. Each student enrolled in the lighting design course had the opportunity to play three games, which were developed specifically for a lighting design course by the course instructor. The instructor's goal was to "flip the classroom" in part through the implementation of game-based learning. Each of the three games developed by the instructor for the lighting design class were developed based on course content and modeled from the revised cognitive process dimension of Bloom's Taxonomy of Objectives. This taxonomy was designed to promote retention and transferability and six categories were developed as a result: Remember (retention), Understand, Apply, Analyze, Evaluate, and Create (all of which relate to transfer) (Anderson & Krathwohl, 2001). Students were selected for the study based on their (1) enrollment in the lighting design course, (2) age and inclusion in the Millennial generation, and (3) participation in three educational games developed specifically for a lecture-based interior design course. Qualified participants completed a demographic survey and answered open-ended questions during focus group sessions. The data was analyzed using Interpretive Phenomenological Analysis. Four major categories, with themes and subthemes, emerged from the findings of this study. The categories included: (1) perceptions concerning lecture-based courses, (2) perceptions of previous game-based learning experiences, (3) perceptions of game-based learning experiences in a lighting design course, and (4) strategies for creating effective game-based learning experiences. Themes and sub-themes emerged within each major category. Themes from category one, perceptions concerning lecture-based courses, included (1) previous experiences with lecture-based courses, and (2) perceived strategies for improving lecture-based courses. In the second category, perceptions of previous game-based learning experiences, three themes emerged. These themes included (1) high school experiences, (2) college experiences, and (3) value of game-based learning based on previous experiences. Within the third category, perception of game-based learning experiences in lighting design, six themes emerged with related sub-themes. The six themes included (1) peer influences, (2) emotional and motivational factors, (3) retention of information, (4) game mechanics, (5) transferable skills learned from game-based learning, and (6) overall impressions of game-based learning. Within the fourth category, strategies for creating effective game-based learning experiences, three themes emerged with related sub-themes. These themes included (1) develop quality games, (2) implement games properly, and (3) post-game follow-up. This study provides an exploratory foundation into the use of game-based learning for Millennial interior design students. Additionally, the study offered insight into students' perceptions of lecture-based courses, retention and transferability of information as a result of game-based learning, and student strategies for game-based learning. Understanding how Millennial interior design students perceive game-based learning can offer insights for interior design educators who may be interested in developing new curriculum in their lecture-based courses.