Abstract:

: Today, students are accustomed to visual information and need engaging, stimulating, and fun teaching in logic and engineering methods for learning purposes. Traditional presentations and the transfer of memory information cannot arouse students’ interest. By implementing logic and engineering methods in their teaching, teachers strive to promote active learning and deepen the learning effect by motivating students and engendering interest in learning. Problem-based learning (PBL) allows students to clarify or solve problems by identifying gaps in their knowledge, constructing clear educational topics, and integrating relevant information (PBL). This study aims to motivate students to learn through problem-oriented game-based approaches which help to solve chain board game development problems that increase learning efficiency. Third-year students have already mastered the basics of theoretical knowledge and have gained relevant work experience in industry–academy internships, class cadre work, and community service. Learning effectiveness and methods of learning, social interaction, and subject engagement are significantly different, according to an analytical study of SPSS data. The use of methods and the organization of notes are significantly more likely to be observed in students with high learning outcomes than in students with low learning outcomes. Learning outcomes do not differ significantly between students with high and poor peer ratings of board games. Students with high peer ratings of board games perform better than their poor peers in terms of learning methods. Students with poor peer scores in board games have significantly more body input than students with good scores. The results of this study can be helpful to teachers in subsequent curriculum design to improve students’ learning effectiveness.

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