Resumen de Evaluating the effectiveness of game-based learning on improvement of student learning outcomes within a sophomore level chemical product design class
Cheryl A. Bodnar, William M. Bongiorni, Renee M Clark
Recently, several studies have been published that have shown the need for greater student engagement within engineeringeducation. These studies indicate that when students are exposed to pedagogies that stimulate student engagement, such asactive learning, student performance is better than with more traditional forms of instruction. One form of active learningthat is starting to grow within engineering education is the use of games and gamification. In the spring of 2014, we wereable to compare two sections of a sophomore Introduction to Chemical Product Design class to determine the effectivenessof game-based learning on student learning outcomes. The first section received content delivered utilizing active learningtechniques. The second section received content utilizing the same form of delivery but included classroom based gamesand agame-based portal for homework assignments.Each sectionwas evaluatedin the samemanner,and the instructionineach section was provided by the same two faculty members. Throughout the course, students completed clicker questionson class content, and at the end, they reviewed content in a class session administered using the clickers. Students were alsoresponsible for completing a semester design project that included both a written and oral component. Analysis of theclicker responses demonstrated that the students in the game-based class performed statistically similar to or better thanthose in the control group throughout the semester. In the last class review session, retention of material appears to havebeen better in the game-based class, whereseverallearningobjectives demonstrated a significantlyhigher outcome. Studentperformance on the semester design project also exhibited similar trends. As the sample sizes are relatively small in thisstudy, the results are preliminary but do demonstrate a trend towards enhanced learning outcomes when content isdelivered utilizing game-based pedagogy.
