Game-based learning apps in engineering education: requirements, design and reception among students

Abstract

There is a lack of research on how game-based learning apps should be designed for engineering education. This paper addresses two research questions: What do engineering students expect from a learning app? Which educational approach and learning app design can meet these requirements? A survey revealed the particular demands of engineering students when using learning apps. They prefer apps that promote transfer of learning. They value a diversified game environment that leaves room for self-determined decisions. They want to use learning apps during five-minute breaks or on-the-go. Social interaction is only of minor importance. Concrete design and content guidelines are derived. Perceptual learning is an appropriate educational approach to meet the requirements. Two universally applicable task types for engineering education are discussed. A case study was conducted to investigate their use in practice. Following the guidelines, an app for heat-and-mass-transfer was generated and its impact on teaching was evaluated. Students considered that their requirements were met. This is reflected in the usage statistics: During one semester, 545 different students played a total of 27,350 games. As a measure of learning progress, the average score per game almost tripled. Apps that follow the guidelines have the potential to become well-accepted learning tools.