Game-Based Learning in Action: Exploring Students’ Engagement and Perceived Learning through SKUNK Probability

Probability remains one of the most challenging topics for students in mathematics and statistics, often perceived as abstract, formula-driven, and disconnected from real-life applications. This study introduces SKUNK Probability, an adaptation of the classic dice game SKUNK, as a game-based learning (GBL) activity designed to explore students’ engagement, motivation, and perceived understanding of probability concepts among diploma students. The research was conducted in introductory statistics courses at Universiti Teknologi MARA (UiTM) Tapah Campus, Perak, Malaysia. Students participated in the SKUNK Probability game, which integrates risk-taking, decision-making, and chance into an interactive learning experience. The learning activity was structured around Kolb’s experiential learning cycle, with gameplay (concrete experience), reflective discussions, and follow-up questions used to connect students’ gameplay experiences with formal probability concepts such as sample space, possible outcomes, probability of events, and experimental and theoretical probability. Data were collected using a post-activity feedback questionnaire and analysed using descriptive statistics. Findings showed highly positive student perceptions: 100% of students rated the activity as either enjoyable or very enjoyable, 97.6% agreed or strongly agreed that the activity helped them understand probability concepts better, and 95.2% agreed that the game helped them connect abstract concepts with real-life decision-making situations. Furthermore, 93.0% of students agreed or strongly agreed that they felt more motivated to learn probability following the SKUNK activity. The reflective discussions and reinforcement activities were incorporated to help students connect their gameplay experiences with formal probability concepts. Overall, the findings suggest that SKUNK Probability is a low-cost pedagogical activity with potential for wider classroom implementation. By bridging experiential and constructivist learning theories with engaging classroom practice, the activity offers educators a practical, student-centred strategy for teaching probability and providing students with an engaging and meaningful learning experience in probability education.

Game-Based Learning (GBL), Experiential Learning, Student Engagement, Probability Education, Active Learning

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