Collaborative Learning through Gaming: A Case Study of Road Signage Module

Abstract

The aims of this study were to create a road safety game in a collaborative learning enviroment based on the EPIC framework and to assess user acceptance of the design. The prototype model has been assessed based on a qualitative approach that involved semi-structured interviews that have been conducted with supervised and unsupervised groups. Participants were 20 children aged 12. The assessment focused on technology acceptance model (TAM) key themes of perceived usefulness, ease of use, user satisfaction, and behavioural intention to explore factors influencing user experiences and willingness to continue engagement. Thematic analysis has been done on the data. Findings indicate that perceived usefulness and ease of use significantly indicate user satisfaction, which, in turn, affects behavioural intentions. Participants valued the model as it enhanced their understanding of road signage and driving ethics, with its interactive format facilitating memory retention and active learning. Although the navigation was intuitive, the scoring system and team-based scoring mechanisms presented usability challenges, highlighting the need for clearer instructions and refinement. The study also suggests that refining the scoring system, improving graphics, and incorporating more complex content could enhance user engagement. This study provides evidence of the feasibility of collaborative learning implementation and how to make it a more impactful tool. It provides a view on how to implement collaborative learning environments in fostering road safety for children. Future work will improve elements highlighted in this study and conduct usability testing with diverse user groups to ensure the application’s effectiveness across varied demographics.