Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class

Abstract

Active learning has been shown to improve student learning outcomes while enabling students to be engaged in their learning process. One form of active learning that is growing in its application within engineering undergraduate classes is the use of game-based learning. This study utilized two class sections (control vs. experimental) to determine the impact that game-based learning could have on students' perceptions of the classroom environment and their engagement with class content. Utilizing the College and University Classroom Environment Inventory (CUCEI) and a selection of questions from the National Survey of Student Engagement (NSSE) the authors were able to assess whether game-based learning modified the way students viewed the Introduction to Chemical Product Design course. Preliminary results demonstrated that the game-based learning class rated the classroom environment higher on all seven dimensions. In particular, a statistically significant difference was achieved on the personalization dimension through use of a t-test and the non-parametric Mann Whitney test although this was no longer significant after accounting for multiple comparisons. In addition, students in the game-based learning class felt that they developed key professional skills such as oral communication, ability to work effectively with others and to solve complex or real world problems. These results are indicative that game-based learning is a pedagogy that can be applied within engineering and may lead to a more positive classroom environment and student experience.