Mock crime scene challenge as a collaborative tool for student learning

Abstract

Collaborative learning is a teaching approach that focuses on students’ exploration and application of theoretical knowledge and aims at encouraging student interaction and active learning. In this study, we have utilized a novel Mock Crime Scene (MCS) challenge as a collaborative tool for student learning. The MCS challenge was a two-pronged approach in which student groups had to design a crime scene for their peers to investigate as well as conduct an investigation on another crime scene. Student survey results and in-person interviews provided insights into student perceptions on the MCS challenge. Students felt that the challenge was an effective collaborative exercise as it supported peer discussion and coordination within the group. Results also revealed that students perceived that this hands-on experience was more engaging than quizzes or exams and improved their critical thinking and problem-solving skills. Overall, this study revealed that the MCS challenge can be used as a collaborative tool for student learning.