Fostering Engagement and Inclusive Learning: The Impact of Lego Based Learning Activity in Mechanical Science module
Keywords:
Learning skills, Fun learning, Lego, Design-based, Team work, Sense of BelongingAbstract
A Lego based learning activity has been introduced to the Mechanical Science module in the Engineering Foundation Year at the University of Southampton. The implementation of Lego based learning was to promote student engagement, enhance student’s teamwork skills and foster a sense of belonging within the module. Given the diverse academic backgrounds and abilities of foundation year students, this case study explores how integrating Lego into the curriculum can promote inclusive learning and enhance student performance in a cognitively demanding module. Using Lego to simulate real-world engineering applications highlights the relevance of the subject matter, while creating an engaging and interactive learning environment. During the activity, students worked collaboratively and applied their newly acquired mechanics knowledge to solve engineering challenges. This teamwork encouraged peer interaction, the sharing of ideas, and celebration of group achievements, which helped strengthen their sense of community within the module. The effectiveness of the activity was evaluated through the student’s feedback and author’s observation, focusing on whether the learning environment was engaging, supportive and inclusive to students with diverse backgrounds, skills, and learning preferences.
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