Game-based learning in mechanical engineering education: Case study of games-based learning application in computer aided design assembly

Research output: Contribution to journalArticle

Abstract

In our research we aim to evaluate the effectiveness of Games-based learning (GBL) within a Computer Aided Design and Manufacture (CAD/CAM) undergraduate module. Although widely used in a selection of subject areas, there appears to be limited application of GBL in Engineering and Technology (E&T). Its effectiveness as a learning or training tool, especially in Mechanical Engineering subject area, has been unclear. This research follows on from previously presented research in novel approaches in delivery of engineering education. Games-based Learning has a potential to enhance student experience and learning process. In order to evaluate the outcomes of GBL approach and observe its effect on students’ performance, a simple in-class game on assembly topics was designed and implemented as part of a laboratory exercise. There were two groups of students’ considered in this case study: the student group “playing” an assembly game (experimental group) and the group which did not experience GBL (control group). The results of the assessment element in the experimental group were compared to the control group. Our work evaluates both the qualitative and quantitative data established from CAD assembly delivery using the game, and delivery using conventional method. In addition, the comparisons were made between the entry level in to Higher Education in terms of tariff points level (academic score) of participants and educational background. It thus concludes on the effectiveness of the Games-based learning process in Mechanical Engineering Education.
LanguageEnglish
Number of pages24
JournalInternational Journal of Mechanical Engineering Education
Early online date21 Mar 2018
DOIs
Publication statusE-pub ahead of print - 21 Mar 2018

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mechanical engineering
CAD
Engineering education
Mechanical engineering
Computer aided design
Students
learning
education
Group
Computer aided manufacturing
learning process
student
CAM
engineering
Education
entry level
experience
performance

Cite this

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title = "Game-based learning in mechanical engineering education: Case study of games-based learning application in computer aided design assembly",
abstract = "In our research we aim to evaluate the effectiveness of Games-based learning (GBL) within a Computer Aided Design and Manufacture (CAD/CAM) undergraduate module. Although widely used in a selection of subject areas, there appears to be limited application of GBL in Engineering and Technology (E&T). Its effectiveness as a learning or training tool, especially in Mechanical Engineering subject area, has been unclear. This research follows on from previously presented research in novel approaches in delivery of engineering education. Games-based Learning has a potential to enhance student experience and learning process. In order to evaluate the outcomes of GBL approach and observe its effect on students’ performance, a simple in-class game on assembly topics was designed and implemented as part of a laboratory exercise. There were two groups of students’ considered in this case study: the student group “playing” an assembly game (experimental group) and the group which did not experience GBL (control group). The results of the assessment element in the experimental group were compared to the control group. Our work evaluates both the qualitative and quantitative data established from CAD assembly delivery using the game, and delivery using conventional method. In addition, the comparisons were made between the entry level in to Higher Education in terms of tariff points level (academic score) of participants and educational background. It thus concludes on the effectiveness of the Games-based learning process in Mechanical Engineering Education.",
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author = "Michael Mavromihales and Violeta Holmes and Radu Racasan",
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