Exploring the Impact of COTS Games on Enhancing Higher Order Thinking and Listening Skills in First Year Engineering Students

Abstract

This study investigates the impact of commercial off-the-shelf (COTS) games on enhancing higher-order thinking skills (HOTS) and listening skills among first-year engineering students. Employing a quasi-experimental, mixed-methods approach, 150 purposively selected participants from engineering programs in Thiruvallur, Kanchipuram, and Chennai districts were involved. Quantitative data were collected through pre- and post-intervention tests and an engagement-level questionnaire, while qualitative insights were obtained via video-stimulated recall interviews (VSRIs). The instructional intervention integrated three narrative-driven adventure-based commercial games, emphasizing active student participation. Findings indicate that, despite their primary design for entertainment, the interactive nature of COTS games significantly enhances critical thinking, problem-solving, and listening skills, as evidenced by notable improvements in post-intervention test scores within the experimental group. Grounded in Mayer s Cognitive Theory of Multimedia Learning (CTML), the study demonstrates that digital game-based learning (DGBL) leverages multimodal interactivity combining visual, auditory, and narrative elements to foster cognitive and listening skill development. These results underscore the potential of integrating commercial games into educational strategies to create learner-centered environments that promote active learning and skill enhancement.