Mahmud, Z., & Weber, P. J., & Moening, J. P. (2017, June), Gamification of Engineering Courses  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28397

\bibitem{asee_peer_28397}
  Mahmud, Z., \& Weber, P. J., \& Moening, J. P. (2017, June), \emph{Gamification of Engineering Courses}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28397

Zakaria Mahmud, Paul J. Weber, and Joseph P. Moening.  "Gamification of Engineering Courses".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28397 Internet.  23 Apr, 2024

\bibitem{asee_peer_28397}
  Zakaria Mahmud, Paul J. Weber, and Joseph P. Moening.
  "Gamification of Engineering Courses".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28397 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_28397
author = "Zakaria Mahmud, Paul J. Weber, and Joseph P. Moening"
title = "Gamification of Engineering Courses"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28397}
number = {10.18260/1-2--28397}
}

TY  - CPAPER
AB  - Integrating game-like elements into the classroom is becoming more common given the increasing popularity of video games. Early research shows that educational gamification—implementing game-like elements into an activity—can increase students’ motivation and engagement. The key objectives of this research are: a) investigating student perceptions about gamification within the demography of the authors’ institution, and b) understanding if/how the students’ overall learning of the course materials improve via gamification. Five engineering courses, all of which are either in the core or are elective classes of the electrical and computer engineering curricula or , were tested with game-like elements over the span of two semesters. The gamified contents were implemented in Moodle using recently available plugins that enabled activities such as badges, experience points tracking with levels, leaderboards, and quizzes with automated feedback. The results were derived from gathering students’ views about gamification and course activities from an online survey that each student in the course had the option of completing. 
A brief summary of the results show that students identified a lack of time and poor time-management as key barriers to their learning. Furthermore, students viewed that immediate feedback, and having repeated attempts of similar but different questions (akin to gamified learning through trial and error) were very helpful in their learning. However, students also indicated that the game-like elements, on average, were minimally helpful towards their motivation. This is likely due, in part, to the limited amount of gamification that was incorporated into the courses at this time. The results also show that the combination of gaining experience points and “leveling up” (nor the two individually) is not a strong motivator. Instead, students recommended that activities be tied to extra credit such that they influence the course grade. Survey results also indicated that the groups’ of students often played games to win. As such, creating more meaningful goals/challenges for the students to complete may also help with motivation.
AU  - Zakaria Mahmud
AU  - Paul J. Weber
AU  - Joseph P. Moening
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Gamification of Engineering Courses
UR  - https://peer.asee.org/28397
DO  - 10.18260/1-2--28397
ER  -