LabQuest: Examining the Effectiveness of a Board Game-Based Learning Approach in Laboratory Quality Management Education

Abstract

Game-based learning has gained increasing attention as an alternative pedagogical approach to address limitations of conventional, lecture-centred instruction, particularly in subjects that involve abstract and procedural concepts. Grounded in constructivist and experiential learning perspectives, this study examines the effectiveness of LabQuest, a board game-based learning intervention designed to support students’ understanding of laboratory quality management concepts. A mixed-method approach was employed, involving pre- and post-test assessments and student perception surveys, to evaluate changes in learning outcomes, engagement and understanding. The findings indicate that students who participated in the board game-assisted learning activities demonstrated improved comprehension of quality management principles and higher levels of learning engagement compared to conventional instructional approaches. Qualitative feedback further suggests that the interactive and experiential nature of the board game facilitated discussion, collaborative problem solving and application of theoretical concepts in simulated scenarios. Although the study focused on technical undergraduate students, the results suggest that board game-based learning has broader potential as an effective instructional strategy across different educational contexts. This study contributes empirical evidence to the growing body of research on game-based learning by demonstrating its applicability in supporting complex learning processes within quality management education.