Building Student Engagement with LEGO® and AI: An Integrated Playful Learning Approach

The rapid advancement of technology, including generative AI, presents new challenges to active student involvement in the learning process. This study investigates whether playful learning, using LEGO® as a tool, enhances student engagement in Real Estate Finance, an undergraduate module at Durham University. Data comes from an anonymous student survey, following the completion of the workshop-based playful learning activities. Initial findings indicate that playful learning is a fun but not frivolous pedagogic approach, fostering individual involvement and active collaboration. The results also show no significant differences in satisfaction levels across gender and student status, highlighting the potential of playful learning to create more inclusive study spaces. Further, the findings suggest that playful learning and generative AI can be effectively combined to align with the fast-evolving educational landscape. Overall, this study hints at the need to go beyond conventional teaching methods and adopt approaches that support more engaging and inclusive learning experiences in (real estate) education.