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Comparison between video-class and LEGO serious slay learning strategies for the students of engineering discipline

Abstract:

The knowledge exchange in higher education is growing day by day demanding more advanced methods of teaching rather than the old methods. This paper presents an approach that tracks and measures changes in learner's behavior, based on two main learning strategies: video - class and LEGO serious play. The objective of the work is to address the question; Does the change of the learner behavior affect the quality of engineering education?. During this research work, an online task for the purpose of enhancing the process of learning, based on LEGO® SERIOUS PLAY® methodology, as an innovative technique to explore and support the changing in the learner behavior while solving the designed task. During the planned experiment we used gamified education material that has resulted in capturing the quality criteria by following the behavioral level of the Kirkpatrick Model. A comparison was performed with a class based on learning through video presentations and a class based on ''LEGO® SERIOUS PLAY®'' to learn the designed task. The total number of participants was 26 in 1st experiment and 18 in the 2nd experiment, a total of 44 participants. The results have shown that the ''LEGO® SERIOUSPLAY®'' class was more oriented into the creative part of the knowledge acquirement. However, the ''video-class'' was limited to the content of the video and to the video's visuals design. From the obtained results, the goal has been achieved by measuring the changing of the learner behavior, in the same context, these behavior changes and the learning processes have been measured and improved.