Using the Project-Based Learning Method in the Development of Games on Unity to Develop Creative Thinking

Abstract

 Abstract. The integration of active learning methodologies with digital technologies represents a critical competency for contemporary university teaching, aligning with global trends in pedagogical innovation. Nevertheless, a significant proportion of higher education instructors face challenges in effectively implementing such approaches due to insufficient training and support. This study investigated the effectiveness of a blended professional development course in enhancing university teachers’ abilities to integrate Case-Based, Problem-Based, and Team-Based Learning with digital tools. Twenty-one participants completed a pretest and posttest assignment (a digital teaching guide), evaluated using standardized rubrics. Pretest scores averaged 15.6 (SD = 10.2), while posttest scores rose to 84.6 (SD = 9.9), with a statistically significant increase (t = 35.70, p < .001). Participants showed strong performance in using AI tools and lesson design, though some struggled with complex data tools like Power BI. 

The results confirm that structured, hands-on training can significantly improve digital-pedagogical integration, supporting prior findings on teacher self-efficacy and blended learning. Professional development programs that integrate active learning methodologies with digital technologies have demonstrated effectiveness in enhancing instructional competencies in higher education. The findings of this study provide valuable insights for curriculum developers, university administrators, and policymakers aiming to foster pedagogical innovation and support the digital transformation of teaching practices.