Learning Infant Development and Surveillance Through a Series of Board Games Designed for Psychology Students

Human development education often relies on traditional, lecture-based teaching methods, thus limiting opportunities for active engagement. The lack of diverse creative and active teaching approaches hinders psychology students’ ability to fully understand and apply complex concepts. This study examined the effectiveness of a designed series of board games to enhance understanding of infant development and surveillance among psychology students. A mixed-method approach using a randomized matched control group design and qualitative exploration was applied. In the experiment, there were two groups, intervention and conventional learning, in three data collection phases. A design involving 60 students (30 in each group) was employed. The qualitative exploration involved the completion of a weekly journal to explore the students’ learning experiences when playing board games. A 2 × 3 mixed-design Analysis of Variance (ANOVA) with content analysis of the journal texts was performed. The results revealed that the created board games significantly enhanced students’ understanding, with them achieving significantly higher understanding scores in the posttest and follow-up phases in learning development progress. An interaction effect for the treatments and test phases was also noted. Meanwhile, the qualitative findings complemented and reinforced the quantitative results, offering deeper insights into the learning experiences and valuable suggestions for improving the design and rules of the games. In conclusion, by tailoring the board games to learning objectives associated with infant developmental psychology, educators can enhance student engagement, knowledge retention, and real-classroom application.