Effects of Using Game-Based Learning to Improve the Academic Performance and Motivation in Engineering Studies

Abstract

Game-Based Learning (GBL) is increasingly widespread as a learning technique in the engineering studies. However, this innovative methodology may be difficult to incorporate in some subjects due to their complex contents. This paper aims at combining traditional learning methodologies with game mechanics to analyse the academic performance and motivation in engineering studies. Moreover, an ad-hoc gaming web environment was developed to support and control the learning process. Other modern tools such as mobile phone devices were also employed to support and encourage students.
A comparative study is presented in this paper, on which 96 first-year engineering students participated. The students were randomly divided into two groups: Control Group (CG) and Experimental Group (EG). The first group made use of a traditional learning methodology, while the second group combined this traditional methodology with GBL and Information and Communication Technologies (ICT). The obtained results show that EG students significantly improve their academic performance and motivation, expressing a succinctly greater interest in the studied subject. Therefore, the integration of GBL in the teaching methodology of complex technical subjects could have a very positive impact, as well as it could greatly ease the teaching-learning process in engineering studies.

Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers

“…For security reasons, it may be important to avoid using private e-mail addresses based on other platforms and use the university email address, which applies both to a lecturer and the students. Some university lecturers can use their private email addresses to contact students regarding course-related matters, which is also mentioned in the literature [49]. Access or authentication to the game platform should be associated with a high level of security.…”

Study of the impact of social learning and gamification methodologies on learning results in higher education

“…The study [45] concludes that the creation of a cocreative and empowered gamified experience yields satisfactory active learning setups without any loss of academic achievement in a macroeconomics course. Finally, in [48] authors conclude that the integration of gamification in the methodology of an engineering graphics course could have a very positive impact and greatly ease the teaching‐learning process.…”

Áreas de interés para la incorporación de la gamificación en ingeniería industrial

“…Es así como en el proceso de aprendizaje de la ingeniería se demanda la aplicación de la física, las matemáticas, la estadística, la investigación de operaciones y otras ciencias, que, ajustadas al rigor científico, generan ambientes complejos, desmotivación y percepciones desfavorables en las personas que deben asumir su formación profesional (Gómez & Suárez, 2021;López et al, 2021). No se trata de disminuir los niveles de exigencia, sino de explorar nuevas estrategias que favorezcan los procesos de enseñanza y aprendizaje, y que a la vez sean efectivos y permitan disfrutar de la riqueza de conocimiento que tiene la ingeniería (Valencia et al, 2020;Pando et al, 2022). En este sentido, como propone Pineda et al (2020), los laboratorios no sólo deben servir para reforzar el conocimiento teórico del alumnado, sino también deben permitir que los estudiantes descubran el conocimiento por su cuenta.…”