University students’ perceptions of game-based learning for property inspection

Game-based learning is an effective way to stimulate and support students’ learning. This study assessed students’ perceptions about an educational game designed for teaching property inspection for condition assessment and maintenance purposes. Second-year students in a higher education institution in South Africa were surveyed. Data was analysed using descriptive and inferential analyses. The gaming environment and its relevance ranked the highest in the game design and content categories, respectively. ‘Improving understanding’ and ‘not being very good at it’ were the key motivating and demotivating factors, respectively. Further findings showed significant relationships between learning more and the game’s relevance for teaching property inspection, and between the interest in the topic and the perception that gaming made it more understandable. The study provides useful evidence on educational gaming in the property field. Recommendations were around introducing other property scenarios/types, instructions and competition and extending the survey to a diverse socio-demographic samples.