Learning Effectiveness of Digital Game-Based Learning for University Interdisciplinary Programs

Many colleges or universities offer cross-domain programs with series courses, but students who enroll in these courses often fail to remain, resulting in the incoherence of teaching for subsequent classes. As a result, a limited number of students complete the courses and get the certification for this program. On the other hand, many students join the curriculum during the courses, lacking the fundamental knowledge taught in the previous curriculums, resulting in poor learning results due to the interrelated nature of each curriculum. Professors also face difficulty in balancing teaching progress and quality. To address this issue, we evaluated the effectiveness of Digital Game-Based Learning (DGBL) in helping students of different disciplines understand and integrate into the interdisciplinary curriculum. The effectiveness was measured using cross-domain ability assessment and learning motivation assessment. The learning effectiveness of the DGBL teaching method for students was evaluated using SPSS and pre-and post-test comparisons in cross-domain learning courses.