CHEN, HSIU-LING
National Taiwan University of Science and Technology, Graduate Institute of Digital Learning and Education, Professor
E-mail：shirley@mail.ntust.edu.tw
HUANG, KUAN-NING
National Taiwan University of Science and Technology, Graduate Institute of Digital Learning and Education, Graduate student
E-mail：m11411002.ntust@gmail.com
Abstract
This study investigates the impact of integrating Problem-Based Learning (PBL) strategies into a digital board game design task within a digital collaborative learning course, focusing on graduate students’ capabilities in “knowledge co-construction” and “knowledge integration.” Adopting a mixed-methods approach, the research involved 41 students. A single-group pretest-posttest design was implemented, complemented by semi- structured interviews to examine the learning processes. The assigned task required students to transform the Sustainable Development Goals (SDGs) into digital board games, supported by a digital collaborative platform (PlayingCards.io) and generative AI (Google AI Studio).
Quantitative results indicated significant improvements in both the knowledge co-construction and knowledge integration dimensions. Qualitative findings further revealed that the six-step PBL framework successfully established a cognitive scaffold for the collaborative groups. Specifically, phases such as “group sharing” and “outcome evaluation” effectively stimulated the exchange of diverse perspectives to foster knowledge co-construction. This communicative dynamic subsequently guided students in translating abstract SDG concepts into concrete game mechanics, thereby demonstrating high-order knowledge integration skills. Ultimately, the findings provide valuable instructional design references for future interdisciplinary digital practical courses in higher education.
Keywords：Problem-Base Learning, Knowledge Co-construction, Knowledge Integration, Digital Board Game