Virtual Booth

Abstract: Construction Technology courses often include a lot of technical terms, construction processes, and structural components. Students need to understand and remember these for effective learning. However, traditional lectures often lead to passive learning, less engagement, and trouble recalling key ideas, especially in civil engineering topics like bridges, highways, railways, tunnels, dams, and temporary works. To help with these issues, this study introduces CIVIL-CHARADE™ 4D (See–Act–Scan–Explain), a gamified learning kit that uses QR codes. This tool is designed to encourage active participation, teamwork, and better knowledge retention among Quantity Surveying students. It mixes charades-style games with visual learning, peer interaction, and digital resources accessed through QR codes. Students act out construction concepts, identify engineering structures and parts, explain their functions, and describe construction methods. Each learning card links to extra materials, such as videos, infographics, lecture notes, and self-assessment quizzes, creating a blended learning environment for both classroom and independent study. The effectiveness of CIVIL-CHARADE™ 4D will be tested with a pre-test and post-test involving undergraduate students in Construction Technology V (BQS602). Student feedback on engagement, motivation, understanding, and satisfaction will also be collected through a structured questionnaire. It is expected that this innovation will help students better understand concepts, remember information, improve communication skills, and enhance their overall learning experience. The results should demonstrate how gamification and active learning can improve teaching and learning in construction technology and other fields of the built environment.

Keywords: Gamification, Construction Technology Education, Active Learning, Knowledge Retention, QR Learning, Quantity Surveying, Civil Engineering Education.