Design and application of a legal game to promote factual investigation knowledge for undergraduate law students

Abstract

This study presents a successful example of experimenting with proper step-by-step guidance on how, when and why to conduct factual investigations by introducing new learning tools to a group of law students, such as this set of computer-based games. Deploying the games as an extension of traditional law learning, this paper synthesizes complex tacit knowledge from legal experts, adopting the cognitive learning theory of Bloom's Taxonomy, to create serious games as new learning approaches. Students' learning revealed satisfactory achievement in enhancing the body of fact-finding knowledge and engagement. The gaming has potential in advancing practical knowledge of fact investigation for mass utilization, reducing traditional learning obstacles of a Thai law school, while minimizing the gap between existing educational approaches and students' future professional practices.