Marasco, E. A., & Behjat, L., & Rosehart, W. D. (2015, June), Integration of Gamification and Creativity in Engineering Design  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24334

\bibitem{asee_peer_24334}
  Marasco, E. A., \& Behjat, L., \& Rosehart, W. D. (2015, June), \emph{Integration of Gamification and Creativity in Engineering Design}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24334

Emily Ann Marasco, Laleh Behjat P.Eng., and William Daniel Rosehart P.Eng..  "Integration of Gamification and Creativity in Engineering Design".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24334 Internet.  24 Apr, 2024

\bibitem{asee_peer_24334}
  Emily Ann Marasco, Laleh Behjat P.Eng., and William Daniel Rosehart P.Eng..
  "Integration of Gamification and Creativity in Engineering Design".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24334 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_24334
author = "Emily Ann Marasco, Laleh Behjat P.Eng., and William Daniel Rosehart P.Eng."
title = "Integration of Gamification and Creativity in Engineering Design"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24334}
number = {10.18260/p.24334}
}

TY  - CPAPER
AB  -            Integration of Gamification and Creativity in Engineering Design        Creativity is essential to innovative design, and is a crucial ability for engineers to exhibit[1]. This ability leads to new and useful products, processes, tools, and techniques for improvingour lives [1], while also allowing engineering firms to remain competitive on a global scale [2].Past studies have shown that while engineering instructors value creativity, they believe it to belacking in their students, while at the same time current engineering students do not think thatcreativity is valued by their professors [1]. Similarly, while there is a greater industry emphasison recruiting creative engineers and a greater interest in creativity from new engineeringstudents, related literature questions whether or not postsecondary institutions are teachingcreative thinking to their engineering students [1]. Postsecondary institutions must consider howcreativity will be integrated into technical content in order to graduate engineers capable ofleading the future.         Creativity can be defined in many different ways. North American engineeringinstitutions such as Ohio State University and Purdue University have developed tools forassessing creativity within an engineering context [2]. Creativity can also be integrated throughentrepreneurial product development and gamification. Gamification is the process of applyinggame mechanics to technical learning, often found in computer and software engineering [3].This paper will explore an on-going design development process at Institution for integratinggamification and creative thinking with technical design techniques and algorithms. The workoutlined will describe the four stages of the current research, results ad observations of thevarious project iterations, recommendations from these results, and plans for future work.Stage 1: In the fall of 2012, first year students were asked to create a computer game as part of aintroductory design course. Students were asked to consider client market, specifications, andgame mechanics.Stage 2: The initial design project was expanded during the spring of 2014 and laterimplemented in the fall of 2014. This iteration of the project focused more on the use of gamemechanics to demonstrate an engineering problem and solution. Students were required tofollow a theme of Mars and space exploration, in conjunction with a related book study.Stage 3: Over the summer of 2014, a prototype creative design process was tested amongundergraduate research assistants. Students were observed over four months as they were askedto design and develop a software game application that featured a circuit design technique whileconsidering game mechanics, education, and entertainment aspects.Stage 4: A list of recommendations and suggestions from the first three stages of this study willbe compiled and utilized in other courses. A formal creative design process is being developedbased on the summer 2014 work for students interested in electronic design automation andcircuit design. This work will also emphasize the use of creativity within circuit design, helpingto create new engineers who are capable of becoming leaders in their fields. Concepts from thisresearch will also be integrated into community initiatives, including school visits, science centrecollaborations, demonstrations, and workshops.References:[1] Daly, Shanna R., Mosyjowski, Erika A., & Seifert, Colleen M. (2014). Teaching creativityin engineering courses. Journal of Engineering Education, Vol. 103, No. 3, pp. 417-449.American Society for Engineering Education.[2] Charyton, Christine, Jagacinski, Richard J., Merrill, John A., Clifton, William, & DeDios,Samantha. (2011). Assessing creativity specific to engineering with the revised creativeengineering design assessment. Journal of Engineering Education, Vol. 100, No. 4, pp. 778-799.[3] Berkling, Kay, & Thomas, Christoph. (2013). Gamification of a software engineeringcourse. 2013 International Conference on Interactive Collaborative Learning (ICL). Kazan,Russia.
AU  - Emily Ann Marasco
AU  - Laleh Behjat P.Eng.
AU  - William Daniel Rosehart P.Eng.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Integration of Gamification and Creativity in Engineering Design
UR  - https://peer.asee.org/24334
DO  - 10.18260/p.24334
ER  -