LEARNING REFLECTION: PHASE 2

PHASE 2: DURING

    In phase 2, my team and I focused more on completing the foundation for the game-based learning product. First, we start with familiarising ourselves once again with DSKP. This is because my team and I did not have prior experience in teaching English before. Therefore, we must at least master the manual, in this case, DSKP, before moving on to other components. 

    During this phase, we delegated our tasks fairly. I was in charge of creating the base of the game-based learning product, while my teammates were responsible for creating questionnaires. We checked our progress with DSKP from time to time. We also created an appropriate and suitable survey questionnaire for our future respondents. This is to gain feedback from respondents on our product and their learning experience while using it.

    Once we had completed the virtual escape room game, we tried to reach out to several schools to collaborate on this project. Through this experience, we learned about networking. We communicated with the schools via teachers. We explained our idea of collaborating with the teacher's class using a virtual escape room game. The response was good and they welcomed us warmly to implement our project in their schools.

    My team and I also asked for the teacher's feedback on our product. Several amendments had been made to improve the product. After several meet-ups for discussion, we decided our virtual escape room game is ready to be launched.

Product Improvement Process