On combining gamification theory and ABET criteria for teaching and learning engineering

Abstract

The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.

Training engineering students in energy efficiency and sustainability through the competency-based approach

“…The problem posed by the research was the lack of complete understanding of energy efficiency elements and concepts by traditional, frontal classes and lectures on energy efficiency, where students have been trained for several years with the traditional, stagnant system, which was later confirmed by the results of this research (Cabezas, 2015;Monteiro, Reis, Silva and Souza, 2017).…”

Student Outcomes Assessment Methodology for ABET Accreditation: A Case Study of Computer Science and Computer Information Systems Programs

“…Pears et al [16] discuss the details of a collaborative project between AlBaha school of computing and Uppsala University Sweden for developing quality assurance processes in line with ABET accreditation requirements. Cabezas [17] propose a continuous improvement cycle by combining ABET criteria and gamification theory which resulted in a positive impact on students learning behavior. Faiz and Al-Mutairi [18] have analyzed the Cooperative Training Program (COOP) of an engineering program and its role in achieving relevant ABET SOs and they further compare the COOP experiences handled by different participating organizations.…”