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Special Issue: Enhancing the Student Experience | Acta Pedagogia Asiana | Volume 5 - Issue SI - 2026 | 1–7 | https://doi.org/10.53623/apga.v5iSI.1042
© 2026 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Shall We Play A Game? Examining the Influence of a Play-Based Learning Approach Using LEGO Bricks on Higher Education Students’ Perception of Academic Stress and Continuation Intention

Author(s): Jie Min Ho , Ivy Siaw Hung Hii , Qian Hui Ting , Fayrene Yew Leh Chieng , Ka Yii Yip
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Faculty of Business, Curtin University, Miri, 98009, Malaysia

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Acta Pedagogia Asiana

Acta Pedagogia Asiana

Volume 5 - Issue SI - 2026

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Academic stress and student retention are pressing concerns in higher education. This study investigates the impact of a play-based learning (PBL) pedagogy, utilizing LEGO bricks and the Brickit mobile application, on students’ self-perceived academic stress and their intention to continue engaging with such methods. A quasi-experimental activity was conducted with 105 commerce undergraduates. Following the activity, 100 participants completed a cross-sectional survey measuring their evaluation of the PBL approach, perceived academic stress, and continuation intention. Regression analysis revealed that a positive evaluation of the PBL approach was a significant predictor of lower perceived academic stress (β = 0.355, p < 0.001) and higher continuation intention (β = 0.174, p < 0.01). The findings suggest that integrating playful, hands-on elements into curricula can create a more engaging and less stressful learning environment, potentially fostering greater student persistence. This study supports the adoption of innovative, experiential pedagogies to address well-being and engagement challenges in tertiary education.

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SUBMITTED: 10 February 2026
ACCEPTED: 24 March 2026
PUBLISHED: 9 April 2026
SUBMITTED to ACCEPTED: 42 days
DOI: https://doi.org/10.53623/apga.v5iSI.1042

Cite this article
Ho, J. M. ., Hii, I. S. H. ., Ting, Q. H. ., Chieng, F. Y. L. ., & Yip, K. Y. . (2026). Shall We Play A Game? Examining the Influence of a Play-Based Learning Approach Using LEGO Bricks on Higher Education Students’ Perception of Academic Stress and Continuation Intention. Acta Pedagogia Asiana, 5(SI), 1–7. https://doi.org/10.53623/apga.v5iSI.1042
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