In our research, we aim to evaluate the effectiveness of games-based learning within a computer aided design and manufacture undergraduate module. Although widely used in a selection of subject areas, there appears to be limited application of games-based learning in engineering and technology. 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 games-based learning 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 games-based learning (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 computer aided design 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.
|Number of pages||24|
|Journal||International Journal of Mechanical Engineering Education|
|Early online date||21 Mar 2018|
|Publication status||Published - 1 Apr 2019|