Delp, D., & Okun, J. (2022, August), The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40920

\bibitem{asee_peer_40920}
  Delp, D., \& Okun, J. (2022, August), \emph{The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40920

Deana Delp and Jake Okun.  "The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40920 Internet.  02 May, 2024

\bibitem{asee_peer_40920}
  Deana Delp and Jake Okun.
  "The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40920 Internet.  02 May, 2024

@INPROCEEDINGS{asee_peer_40920
author = "Deana Delp and Jake Okun"
title = "The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40920}
number = {10.18260/1-2--40920}
}

TY  - CPAPER
AB  - This abstract for a complete evidence-based practice paper addresses the topic of learning and motivation through gaming in a freshman engineering project course. Game play is becoming a popular learning strategy for the generation of digital natives entering college. A first-semester engineering project course often covers such topics as the engineering design process, teamwork, communication, prototyping skills, and basic circuits through active learning as the students create prototypes through various team projects. During a fall 2021 freshman-level engineering project course, student teams demonstrated their final prototype that incorporated electronics through a role-playing game. The game challenged the students to not only have a functional prototype, but to also work together as a class to complete the game. In previous semesters the student teams simply demonstrated their project prototypes to the class. The role-playing game was introduced to the course to encourage the understanding of electrical concepts and to improve the quality of the prototypes. The game also increased coordination within teams and among the entire class to have a successful outcome. Data was collected through a survey instrument at the beginning and upon the completion of the learning module. This paper will discuss the results of students’ perceived learning, teamwork growth, motivation for the project, and the impact of game play in the class. 
AU  - Deana Delp
AU  - Jake Okun
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Impact of Role-Play Gamification on a Freshman-Level Engineering Project Course
UR  - https://peer.asee.org/40920
DO  - 10.18260/1-2--40920
ER  -