Scenario-Based Learning as a Tool for Student Engagement in Higher Education

Abstract

Student engagement and active learning are widely regarded as prerequisites and the basis for any classroom in higher education. For a level that requires learning skills, an instructional framework that should be effective is Scenario-Based Learning. SBL offers students scenarios to explore the application of their knowledge by practicing decision-making and problem-solving. This study examines the role of SBL in enhancing university participants' involvement by integrating task participation into traditional instructional activities. A mixed-methods approach was employed by combining a questionnaire with classroom observations to examine students' motivation, interaction, and SBL perception. Descriptive analysis of quantitative data was followed by observational data to assess students’ behavioural participation. The findings indicate that SBL has a substantial impact on the educational process through interactive environments. It is mainly carried out through discussion and problem-solving. Scenarios used in a class environment encourage students' investment in lessons and increase their belief in the value of participation in learning. Observation data further showcased higher levels of collaborative problem-solving during SBL than in traditional lecture-based instruction. The most prominent implication suggests that SBL provides an effective instructional framework for developing students’ involvement and participation, and for instructors to create interactive and learner-centred classrooms.