Abstract

In order to improve students’ interest in history classes, a pilot experimental module of producing and playing board games was conducted on 52 fourth-semester architecture students. This paper outlines students’ perceptions of the experimental module. The arguments are based on the learning theory of constructivism, which had been discussed to develop collaboration, promote engagement in class, and create critical thinking process. Investigation of the module’s perception from students was made through observations, questionnaire surveys, and in-depth interviews. The results showed that students create and appreciate collaborations between their peers. Students are seen more active and engaged in the subject even in their free time, and they had developed a creative synthesis in their task by applying the course content in their board game productions. The study hopes research can be extended to other levels of semesters and conduct the experimental module to other subjects than history.