Navigating the sojourn: a mixed-methods exploration of game-based approaches for enhancing intercultural adaptation among Chinese international higher education students in Australia

Abstract

With the rise of international education in the Asia–Pacific, Chinese students have become a key demographic in Australian universities. However, cultural differences between China and Australia often challenge these students’ adaptation. Drawing inspiration from the growing trend in the modern entertainment industry, researchers have explored game-based learning approaches to address solutions in various educational disciplines, including intercultural adaptation in international education. This study examined the effectiveness of using a game-based approach to help Chinese international students improve their intercultural adaptation at a top-ranking Australian university. Using a mixed-method investigation involving 158 university students in the 2019 academic year, this study revealed that participating in game-based orientation programs is beneficial for Chinese students to better understand their study requirements, expand communication pathways, and engage in local social life. The Sociocultural Adaptation Scale (SCAS) was used to define variables, with survey data analysed through the Mann–Whitney U test and interview data interpreted using coded variables. The major concerns for their intercultural adaptation difficulties in Australia relate to the development of academic skills, as well as the adjustment to the local socio-cultural system. Game-based orientation programs can assist them in fostering general academic skills and promoting cultural learning by creating more opportunities to understand and interact with the local socio-cultural context. These findings provide insights for educational administrators, providers, and designers to make further improvements to current university programs and offer more effective support, particularly in the post-COVID-19 recovery of Australian higher education.