Engineers at Play: Games as Teaching Tools for Undergraduate Engineering Students

Abstract

Background Many students may not respond strongly to instruction that they do not perceive as engaging. One pedagogical approach to help engage students involves the use of games. Educational games can provide students with a motivating and stimulating environment while providing them with immediate feedback to promote learning.Purpose This systematic review examines research focused on the implementation of games to teach undergraduate engineering students; it summarizes prevailing features and cites examples from a variety of engineering disciplines. Scope/MethodThe systematic review was conducted through a detailed search of Science Direct journals and the Scopus, Web of Science, Compendex/Inspec, and ERIC Education Research Abstract databases using terms pertinent to games in engineering education. A total of 191 papers was included after application of the inclusion/exclusion criteria. After screening those to determine if assessment of student learning outcomes was performed, 62 papers were found suitable for more detailed analysis. ConclusionsResearch on the implementation of games in undergraduate engineering classrooms has shown that, despite diverse forms of assessment applied, there is a general trend that both student learning and attitudes are improved by game-based activities. However, since only a relatively small subset of the literature demonstrates a systematic, validated approach in assessment, significant opportunities remain for future research.Despite many advances in active learning techniques and their dissemination, the predominant method of student instruction remains the transmission model: information is a quantifiable resource, and the instructor's role is to transmit that information to learners, who must store and act upon it (Tishman, Jay, & Perkins, 1993). While the transmission model can be effective when teaching for understanding, it may be less effective in developing skills and providing experiences, such as communication, teamwork, and creativity.Recently, game-based learning has come to the forefront of potential pedagogical methods for educating students and providing them with the motivation and opportunities to practice Journal of Engineering Education V C 2016 ASEE.

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