Reflections on a Discipline-Based Recreational “Game Day” for Chemical Engineering Students: A Qualitative Case Study on Wellbeing and Learning

Abstract

In response to student requests for stress-relief opportunities, a discipline-specific “Game Day” was piloted in 2022 by the Chemical Engineering Student Association (CESA) at a major contact South African university. Facilitated by staff representatives, the event provided a relaxed environment for undergraduate students to engage in recreational activities, foster peer connections, and unwind from academic pressures. This article presents a reflective case study of the Game Day, applying the structured Gibbs reflective model by the current and former CESA Representatives. Without formal outcome measures, insights of the Game Day intervention were derived from firsthand observations and informal student feedback. The reflections suggest that such low-cost, student-led initiatives may create an enhanced sense of inclusion, motivation, and community, contributing to the informal development of teamwork and social support networks. A seven-step action research framework is proposed to guide the adaptation and implementation of similar recreational interventions in other academic departments