Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria R. Young, University of Michigan; Shanna R. Daly, University of Michigan; Sara L. Hoffman, University of Michigan; Kathleen H. Sienko, University of Michigan; Madeline A. Gilleran, University of Michigan

Tagged Divisions

Design in Engineering Education

Review’ where they answer questions to assess theircurrent skill level and motivations. Next, students are presented with “Core Content,” a collection of resourcesfrom multiple disciplines. The third step is a “Knowledge Check” of close-ended and open-ended questions withfeedback given from a remote grader. In the fourth step, students are presented with an “Application” task, inwhich they are prompted to take the knowledge they have learned and apply it to a given design challenge.Students must meet with a coach to present their “Application” task outcomes and receive real-time feedback.Finally, the “Reflection” serves as the final part of the block when students ruminate on what they have learnedand consider how they will apply their newly

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

(2017) explored thesimilarities between engineering and pragmatism to show how pragmatism fits with theEWT.A combination of two American-born philosophical worldviews – Care and Pragmatism -provides flexibility and openness to address professional ethics realistically within theethos and culture of engineering. Care and pragmatism are both systems for action andpractice. They embed values into practice, promote reflective thinking, are cognizant ofthe context, and emphasize the need for thinking about the practical consequences of anaction. Because of this, they are open in definition and are flexible, aspects that are hardto navigate in the current ways of teaching the issues in engineering ethics, based ontraditional philosophical

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Eleanor Leung, Minnesota State University, Mankato; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

, curiosity, retention and accessibility ofknowledge, value-creation, and other desired learning outcomes. Much of the recent adoption ofactive and collaborative learning, self-directed learning, problem-based and project-basedlearning (PBL), peer to peer learning, and other similar learning strategies are aimed atdeveloping innovative and entrepreneurial mindset skills, but they have been limited to CapstoneDesign courses. Our aim is to develop the entrepreneurial mindset much earlier in the studentengineers’ undergraduate education.The Iron Range Engineering program is entrepreneurial in nature, based on continuousimprovement, self-directed learning, and reflective practice. Our student engineers learn incontext, by applying technical engineering

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

voluntary.The pedagogical theoriesThe pedagogical theories supporting the Para didactic Laboratory activities are: i) constructivismas proposed by Jean Piaget; ii) experiential learning according to David Kolb and John Dewey;iii) reflective learning according to Donald Schön and John Dewey. And as support tools: i) thefour stages of competence of Noel Burch; ii) the theory of Flow created by MihalyCsikszentmihalyi.ConstructivismAccording to Jean Piaget for the process of learning to be efficient it must take into account thecurrent stage of cognitive development of the students and create situations that allow them todevelop new cognitive structures to absorb the knowledge and develop the skills andcompetences required at each stage of their learning

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

be reflected in the different types of resourcesprevalent within these “worlds.” The research described in this paper aims to deepen insight ofengineering concept representation, description, and usage in academia and practice (i.e. theworkplace).Two specific issues guided the use of roundabout design as the medium for analyzing conceptuse, representation, and description: 1) roundabouts are specific transportation design facilities emerging in use and design within the United States, and 2) the design of roundabouts served as the larger context for an ongoing case study exploring concept use, representation, and interpretation in engineering activity and interactions.The application of roundabouts as a

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University, West Lafayette; David H. Torres, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katharine E. Miller; Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, University of South Florida

Tagged Divisions

Engineering Ethics

these processes and their implications, this study takes an ‘everydayethics’ approach to exploring the micro-level ethical decision-making occurring in student designprojects. We employ Beever and Brightman’s [10] “reflexive principlism” framework as ananalytical device to explicate these processes. According to these authors, reflexive principlismis “an approach to ethical decision-making that focuses on internalizing a reflective and iterativeprocess of specification, balancing, and justification of four core ethical principles in the contextof specific cases” (p. 275). Beever and Brightman [10] recently developed this framework inorder to address the perceived insufficiencies of traditional approaches to ethics pedagogy. Morespecifically

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Roslyn Montecalvo, American University; Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics and Physics

because these individuals will one day be the policymakers and technological innovators of the future.It is reasonable to assume that a bachelor’s degree reflects the coursework and skills acquiredduring a student’s undergraduate education. As a result, scientific knowledge and understandingcan perhaps be directly correlated to the number of undergraduate STEM courses that a studentcompletes. According to the National Science Foundation’s (NSF) Science and EngineeringIndicators 2016 [3], the number of science courses taken in college effects a student’s scientificliteracy. Included in the 2016 report, results from 2014 indicate that students who had taken threeor more science and/or mathematics courses in college answered 81.4% of the scientific

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

contributed to the youths’ negative attitudes and provided recommendationson how to improve future assessments in this context by making them more relevant andappealing to youth participants. Youth in the professional training program explained that theypreferred a variety of assessment tools, including engaging assessments for re-enforcingtechnical skills and personally meaningful assessments for self-reflection. In addition to theseresults, we present a set of lessons learned that can be applied to the selection and developmentof assessment tools and procedures for youth in similar programs in the future.2. Related WorkMany researchers have underlined key elements in maker courses for success, such as self-directed learning, collaboration with

Conference Session

Professional Issues in Ethics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A. Burgess, National Institute for Engineering Ethics

Tagged Divisions

Engineering Ethics

is the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Richard is keenly interested in. He holds bachelor’s and master’s degree in philosophy. He placed an emphasis on ethics, both theoretical and applied, in his studies. Page 25.584.1 c American Society for Engineering Education, 2012 Ethical Issues Awareness for Engineers in PracticeAs a discipline, engineering ethics is a relatively young one. Younger still is the question of howto teach engineering ethics. Like other applied

Conference Session

Systems Approach to Teaching ET

Collection

2005 Annual Conference

Authors

Gary Masciadrelli; Nicholas Massa; Gary Mullett

reflect on theirlearning both individually and with peers, timely and constructive feedback, and an environment Page 10.1053.3that supports and encourages inquiry. Equally, in their seminal publication, “How People Learn”,Bransford8 et al. argue that individuals learn best when their preconceptions regarding a Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationparticular subject are drawn out and engaged, when they are provided with a deep foundation offactual knowledge developed and organized in the context

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

prototypesolution. Action research was chosen to shift the learning towards developing systemicperspectives on larger societal challenges and social justice. This was accomplished bydeveloping graphical and written representations [33] for perspectives (2)-(4) in Figure 1 toenable students to better perceive and address societal issues impacting upon their designprojects.Methodologically a combination of primarily first-person with some elements of second-personaction research was used. The course was either co-taught or engaged an embeddedethnographer over the five semesters the study was performed and all of the team engaged incritical reflection. The course instructors recognized at the outset of the course that the ‘capstonein miniature’ format was not

Conference Session

Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Kristen Sanford Bernhardt, Lafayette College; Sharon Jones, Lafayette College; Christopher Ruebeck, Lafayette College; Jacqueline Isaacs, Northeastern University

Tagged Divisions

Environmental Engineering

Page 15.208.3through the transformation of experience.”11 This experiential learning process is a four-stagecycle where a learner observes and reflects on a concrete experience, these reflections aretransformed into abstract concepts, these abstract concepts suggest new ideas, and these newideas are then tested so they can guide new experiences.12 Central to the theory is that learnershave different learning styles, and make different choices in educational settings.13These learning theories are used to design appropriate simulation exercises depending on thelevel of the learning objectives and the existing knowledge of the students. Ertmer and Newby(1993) suggest that behaviorism works best for introductory learning with students who

Conference Session

Learning Styles of Engineers

Collection

2002 Annual Conference

Authors

Malgorzata Zywno

efficiently22. Academic improvement in all studentsis then noted as compared with the cohort taught without differentiation 23. This supportscognitive flexibility theory24 and good teaching principles promoted by many educators, includingfollowers of Kolb and Felder learning models18, 25, 26, 27.Felder Learning Style ModelIn this study, the Felder Learning Model is used 26, 27 , along with the Felder-Soloman Index ofLearning Styles28 associated with the model. Detailed description of the model can be foundelsewhere27. In brief, the model has five dimensions: Processing (Active/Reflective), Perception(Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) and Organization(Inductive/Deductive). Felder recommends the inductive

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College

Tagged Divisions

Multidisciplinary Engineering

values of the corresponding safety factors. The exercise was semi-structured including smallgroup work, large group work, limited time asking the instructor questions, and limited timeusing the internet. A partially affective rubric was used to score the students, and the final examwas only worth 10% of the final grade. The students had been individually assessed on all of theprior material on partial exams. At the end of the exam, students were asked to individuallyanswer some technical prompts (e.g., How would your approach change if you had more time?What additional information would you want? Which of the results are you least confident in andwhy?) and to reflect on the exercise itself. The experience and feedback were overwhelminglypositive

Conference Session

Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ezequiel Aleman, Iowa State University of Science and Technology; Ethan Paul Ruchotzke; Michael Brown, Iowa State University of Science and Technology

Tagged Divisions

Community Engagement Division (COMMENG)

player choice determines the outcome of the game. Our learning outcomes focused on increasing student awareness and interest in computer sciencecareers, fostering moral and inter-personal development by providing students an opportunity to think aboutpurpose and their role in social change, and encouraging students to use games to explore place-basedchallenges in their own lives.Learning Outcomes and Conceptual Framework The conceptual framework links youth development and foundational learning outcomes incomputer science and computational thinking through the program activities. As all of our participants are‘middle school aged’, and we expect that they would be in the process of exploring potential identities,reflecting on

Collection

2004 GSW

Authors

J. Rasty; J. F. Crdenas-Garcva

even teaching awards, withoutneeding to be cognizant of the factors relevant to the validity and reliability of studentevaluations. Faculty, especially beginning faculty, want a tool that helps them to learn theropes of effectively conveying information relevant to the coursework under study,without having to be held accountable for their lack of training in teaching, their othercompeting responsibilities, their need to get salary raises, or even the fact that studentevaluations might be a means for administrators to make them accountable for thepreparation, motivation and work habits of the student population. There is a cleardifference reflected in teaching evaluations of freshman and sophomore level (larger?)classes as opposed to upper

Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis Ortiz-Rosario, The Ohio State University; Ali Kaveh Rahimi

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

to performtwo interviews with stakeholders or individuals integral to the business. The experienceculminated with a project that required students to create a solution related to disabilitypolicy, workforce management, health/behavioral safety, or technology in the company. Inthe classroom, students were assigned complementary readings on the design process,completed weekly reflections on their learning experiences and weekly readings, anddiscussed the project, the progress, and the resources they required from either faculty orindustry mentors.Being a pilot program, a few challenges were identified. The challenges include framing anadequate assessment framework and balancing the synergy between the work studentsperform inside and outside

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey W. Fergus P.E., Auburn University; Jessica Bowers, Auburn University - Samuel Ginn College of Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

out that not all the student outcomes are technical and that non-technical skills are required to be a successful engineer. This is followed by a discussion of thecareer-ready competencies identified by the National Association of Colleges and Employers(NACE) which are listed in Table 1 [10]. After review of the outcomes and competencies,students are asked to reflect on the competencies in which they are most confident at this stage oftheir education and then participate in an exercise to assess the competencies needed whendeveloping a new product.The Poll Everywhere platform was used to crowdsource responses to the question, “Which of thefollowing competencies have you developed during your first year at the university or based onyour

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen C. Davis, Miami University

Tagged Divisions

First-Year Programs Division (FYP)

activitiesdeveloped for the pilot offering of a new first-year experience course for all engineering andcomputing majors in our college. The course is multi-disciplinary, with hands-on projects fromseveral different areas. The course introduces engineering and computing design principles andpractices, with a particular focus on an agile methodology. The first activity is part of the teambuilding phase of the course, and it is a kinesthetic activity where students develop a process thatsatisfies constraints and meets an objective. The activity involves several sprints wherein thestudents measure their results, reflect, and improve their processes. It is adapted from an industryactivity using balls; we use balloons because they are more cost effective and

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabia Zehra Abidi, Rice University

Tagged Divisions

Biomedical Engineering Division (BED)

, charge andmomentum balance in biological systems. A total of 41 undergraduates were enrolled in the courseconsisting of 20 students who identified as female and 21 students who identified as male. Ofthese, all participants completed the team assignment and 39 completed the individual reflections(19 females, 20 males).3.2 Study DesignStudents had two weeks to complete the ’Music of the Heart’ assignment [30]. The assignmentwas timed with the heart sound related lectures to ensure students had adequate backgroundphysiologically to complete the assignment. The learning objectives of the assignment were to 1)articulate the differences between a normal and diseased heart sound 2) connect differences inheart sounds to physiological causes and 3

Conference Session

Engineering Technology Division (ETD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Richard Gilbert, University of South Florida

Tagged Divisions

Engineering Technology Division (ETD)

produce a total of 84 Volts DC that was fed to the inverter’s input. The inverter wasconfigured to operate off-grid and produce a 120 Volts AC output connected to the ACdisconnect box, as well as a 50 Volt DC output that charged the battery bank. Thedisconnect box fed the power distribution box which fed the load and 24-volt sourcesthat powered the LIMS box and all the sensors. Although the connection of the sensorsto the LIMS box is straightforward, care must be taken to ensure that the sensors werewired correctly using the appropriate load resistor.Once the sensors were connected, the LIMS “engine” was configured and data wassuccessfully collected reflecting the use of voltage, current and temperature from theload. (a soldering station). The

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Brown, Illinois State University; Allison Antink-Meyer, Illinois State University

,but engineering literacy among the general public is as well. Promoting understanding about thenature of engineering knowledge is relevant given both goals. Asunda and Hill (2008) studiedthe professional development for tech ed teachers and teacher educators around engineering andobserved that hands on engineering experiences is a key factor of importance to participants inworkshops. Infusing the nature of engineering knowledge in tech ed classrooms should thereforebe centered on reflection on engineering design experiences that draw out and debrief features ofengineering knowledge. This strategy for teaching about the epistemology of engineering hasbeen found to be effective in teaching about the nature of engineering (Deniz et al., 2020

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Helen Choi, University of Southern California

Tagged Topics

Conference Submission

encyclopedia that is continually revised and expanded for accuracy andcompleteness. College students, who are actively acquiring research, writing, and analyticalskills in their courses, are well-positioned to contribute to Wikipedia and expand the knowledgebase of millions around the world. Students' positionality is leveraged in this Wikipedia groupassignment, as students engage in self-reflection about their roles as knowledge consumers andtheir ethical responsibilities as information producers.Student feedback about their Wikipedia group work aligns with research by rhetoric and writingscholars which notes that Wikipedia writing provides college students with extensive practice inwriting and research, as well as with opportunities for

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randall Manteufel, The University of Texas at San Antonio; Amir Karimi, The University of Texas at San Antonio

online course needed to have a more structured schedule than typical face-to-face offering of the same course.Course DescriptionThermodynamics class was taught online with asynchronous learning content coupled withregular synchronous meetings. The class was completely online and included five mainelements: (1) pre-recorded “lecture” sessions, (2) “homework” problems presented in the pre-recorded lecture, (3) muddy point reflections at the end of each pre-recorded lecture, (4) onlineasynchronous discussion of muddy points with the students, and (5) online exams. Muddy pointreflections give students the opportunity to share what they found most difficult or confusingabout the lecture, reading, or activity [9], [10]. At the end of every lecture

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Selen Güler

, themajority of RED projects focus on one department and include the following areas: chemical,biological, civil, environmental, electrical, mechanical, computer, biomedical, and aerospaceengineering, as well as computer science. All RED teams share overarching goals related totransforming engineering education, while teams’ change-making processes vary. For example, onecomputer science-focused project from a large public institution integrates courses for undergraduatesto develop industry-relevant professional skills. Another project at a smaller private institutionmobilizes its focus on identity and inclusion by integrating experiential learning opportunities andimplementing reflection portfolios for students to assess their own engineering

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhen Zhao, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus; Jennifer Chandler, Arizona State University

stags of leadership identity [10] were demonstrated by participants in the priorexploratory qualitative study. ERC graduate student mentors reflected various stages ofleadership identity, ranging from “stage three: Leader Identified” to “stage five: Generativity”[10, p.14]. “Stage three: Leader Identified” was achieved among all participants as all of themviewed leadership as the behaviors or actions of an individual or a group of individuals who holda leadership position and recognized the hierarchical structure within a working group [9].“Stage four: Leadership Differentiated” and “stage five: Generativity” were also reached by avery few participants. A few participants gained an awareness of leadership could bebidirectional and not

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly Matusovich, Virginia Polytechnic Institute and State University; Rachel Ellestad, University of Tennessee at Knoxville; Cheryl Carrico; Carol Geary, Virginia Polytechnic Institute and State University

Paper ID #38318Collaborative Research: Design and Development: Lessonsfrom Conducting the Skillful Learning InstitutePatrick Cunningham (Professor) Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Letourneau; Katherine Culp; Dorothy Bennett

help others ● Iteration: revising a design based on some form of feedback or testing This material is based upon work supported by the National Science Foundation under Grant No. 1712803. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.What’s included:1. Design principles and facilitation tips for integrating narrative elements into hands-on engineering activities, developed through a three-year design-based

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

was used to identify faculty experiences thatinformed how they mentored their postdoctoral fellows. Faculty who had completed a postdoc aspart of their training reflected on their experiences, often identifying positive and negativeexperiences they used to guide, mentor, and plan the development of the postdocs they advise.Faculty who did not complete a postdoc used doctoral and industry experiences to inform theirdecisions. This work provides a unique window into postdoctoral training and mentorship,highlighting the need for more explicit expectations and plans for postdoc advisors.Keywords: Postdoctoral studies, Mentoring, Qualitative Thematic AnalysisI. Introduction and review of relevant research The postdoctoral position in

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi; Diana Bairaktarova, Virginia Polytechnic Institute and State University

settings. To address this objective, we are designingand developing an online game, called Zebel: Genesis. The game coupled with a series of pre-and post-assessment tools will be used as learning materials in a graduate-level constructionscheduling course in the Department of Civil, Environmental, and Ocean Engineering (CEOE) atStevens Institute of Technology to collect empirical evidence for qualitative and quantitativeanalyses. The design of the game is based on the Constructivism learning theory. TheConstructivism learning framework for gamification that forms the foundation of our gameplatform consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation;(4) scaffolded exploration; (5) debriefing; and (6