Cheryl A. Bodnar

Student perspectives on application of game-based learning within a graduate-level engineering course

In recent years, game-based learning has been increasing in popularity as a tool for providing students with experiential learning opportunities. Although there have been a few implementations at the graduate level, there is still the need for a greater number of studies documenting the effectiveness of game-based practices in graduate-level environments. In our study, we developed and implemented a digital game with technical content in a graduate-level, distance-enabled nuclear engineering course. As part of assessing this implementation, we gathered the perspectives of the students using a learning environment survey, a focus group, and individual interviews. The results of these methods demonstrated positive student viewpoints towards the learning environment and the use of the game in this course. Based on a double-coded content analysis of the focus group and interview data, the students found the game engaging and noted the possibility of points and “winning” associated with playing the game. They further indicated that the use of the game was a good approach with potential that “changed things up.” Although we received positive feedback, the students also provided constructive feedback on this initial implementation and how it could be improved, including increased gaming elements and challenge level as well as providing more performance feedback to students as they participate in the game.

Influence of End Customer Exposure on Product Design within an Epistemic Game Environment.

Engineering product design requires both technical aptitude and an understanding of the nontechnical requirements in the marketplace, economic or otherwise. Engineering education has long focused on the technical side of product design, but there is increasing demand for market-aware engineers in industry. Market-awareness and customer-focus are also associated with entrepreneurship, which has been given increased focus in engineering education. A common tool for gauging customer interest in industry is the focus group. Herein we examine the effect of customer voice as presented in a focus group for influencing engineering product design generated by students as part of the virtual internship and epistemic game Nephrotex. We find that customer exposure is related to decreased product cost without a change in product quality. Therefore, we suggest that the injection of customer voice into the engineering curriculum is a valid method by which to improve engineering design pedagogy.