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All Journal Acta Pedagogia Asiana
Ka Yii Yip
Faculty of Business, Curtin University, Miri, 98009, Malaysia
Education Other

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Shall We Play A Game? Examining the Influence of a Play-Based Learning Approach Using LEGO Bricks on Higher Education Students’ Perception of Academic Stress and Continuation Intention Jie Min Ho; Ivy Siaw Hung Hii; Qian Hui Ting; Fayrene Yew Leh Chieng; Ka Yii Yip
Acta Pedagogia Asiana Volume 5 - Issue SI - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5iSI.1042

Abstract

Academic stress and student retention are pressing concerns in higher education. This study investigates the impact of a play-based learning (PBL) pedagogy, utilizing LEGO bricks and the Brickit mobile application, on students’ self-perceived academic stress and their intention to continue engaging with such methods. A quasi-experimental activity was conducted with 105 commerce undergraduates. Following the activity, 100 participants completed a cross-sectional survey measuring their evaluation of the PBL approach, perceived academic stress, and continuation intention. Regression analysis revealed that a positive evaluation of the PBL approach was a significant predictor of lower perceived academic stress (β = 0.355, p < 0.001) and higher continuation intention (β = 0.174, p < 0.01). The findings suggest that integrating playful, hands-on elements into curricula can create a more engaging and less stressful learning environment, potentially fostering greater student persistence. This study supports the adoption of innovative, experiential pedagogies to address well-being and engagement challenges in tertiary education.
Co-Authors Fayrene Yew Leh Chieng Ivy Siaw Hung Hii Jie Min Ho Qian Hui Ting