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Enhancing Learning of Engineering Graphics Through Gamification

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2020 ASEE Virtual Annual Conference Content Access


Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Engineering Design Graphics Division Technical Session 3

Tagged Division

Engineering Design Graphics

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Paper Authors


Lulu Sun Embry-Riddle Aeronautical University

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Lulu Sun is a professor of Engineering Fundamentals Department at Embry-Riddle Aeronautical University, where she has taught since 2006. She received her B.S. degree in Mechanical Engineering from Harbin Engineering University (China), in 1999, and her Ph.D. degree in Mechanical Engineering from University of California, Riverside, in 2006. Before joining Embry-riddle, she worked in the consulting firm of Arup at Los Angeles office as a fire engineer. Her research interests include second language acquisition in programming languages, flipped classroom, and virtual training. She is a member of the American Society for Engineering Education (ASEE).

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Current college students grow up with video games, have shorter attention span, and prefer engaged and interactive learning. Gamification, also known as serious game, is the use of game thinking and game mechanisms in a non-game context to engage learners in solving problems. Gamification can include the application of animation, simulation, and game elements and represents a shift from learning by listening to learning by doing. It also represents a shift from recalling information to finding and using it. From passive learning to positive learning, by including an instructional context, gamification can enhance the learning process. In this study, game-like elements such as point-scoring, leaderboard, badges, quizzes with automatic feedback, individual, and team competition were integrated into a freshmen-level engineering graphics course in a flipped classroom setting. Students can not only earn gamification points through various activities including online interactive study and assessment, classroom teamwork, extra homework problems, test practice problems, and polleverywhere individual competition, but also earn badges, get prizes, and improve their final grades. It is hoped that through gamification activities students can be motivated to learn engineering graphics in a student-centered learning environment. Results from the students’ perception survey indicated that students were motivated to earn points from various gamification activities. Gamification not only enhanced students’ collaboration but helped improve their final course grade.

Sun, L. (2020, June), Enhancing Learning of Engineering Graphics Through Gamification Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34571

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