This study aims to introduce a theoretical model that investigates the students’ level of academic engagement in data analytics education following a play-based learning activity using LEGO bricks. Particularly, this study considers the relationship between students’ evaluation on four dimensions of LEGO-based activities (i.e. intrinsic motivation, learning performance, peer interaction and flow experience) and their satisfaction and then the subsequent academic engagement level.
Building upon the constructivist theory, experiential learning and play-based learning approaches, this study surveyed 134 students who were enrolled in a data analytics unit in a higher education institution in Malaysia. A LEGO-based learning activity was integrated into one of the teaching sessions of the unit and thereafter, a survey was distributed to the participating students to ask for their feedback on the activity.
The results revealed that students valued the aspects of intrinsic motivation, learning performance and peer interaction in the play-based learning activity using LEGO bricks. Meanwhile, students’ satisfaction toward the learning activity could be translated into the subsequent engagement level. However, the study did not find the link between flow experience and satisfaction.
The insights gained from this study are beneficial for higher education and policymakers on how to integrate play-based learning activity using LEGO bricks to foster academic engagement among students while also providing a foundation for further investigation into the Malaysian educational context and the discipline of data analytics. All things considered, this study contributes to developing effective strategies that support 21st century learning.
The study is novel in the sense that it is one of the pioneering studies that explored the underlying factors of students’ academic engagement and how play-based learning using LEGO bricks could be of support. These areas are relatively underexplored in the existing studies.
