Effects of Game-Based Learning on Engagement and Academic Performance for Undergraduate Science and Engineering Students

In recent years, the adoption of flipped learning as an educational approach has gained significant momentum. This pedagogical method involves the delivery of direct instruction outside of the classroom, utilising videos, quizzes, and lecture slides to facilitate active learning during class time. To address the challenge of student motivation and enhance overall engagement, the incorporation of game-based learning within the flipped learning approach has emerged as a promising solution. This research aims to explore the potential of gaming in promoting active learning and fostering a deeper understanding of course material. The findings highlight the positive impact of gamification on student engagement and academic performance within an undergraduate Engineering module. Through the integration of game elements, such as Kahoot and a leaderboard system, students exhibited increased motivation and active participation throughout the course. The implementation of game-based strategies effectively captured students’ attention and facilitated a dynamic learning environment. The results demonstrated a positive correlation between engagement levels and academic performance, affirming the efficacy of amification in promoting enhanced learning outcomes. Furthermore, this study highlighted the importance of recognising and celebrating student achievements through public displays of accomplishment. The public acknowledgment of high achievers not only instilled a sense of pride and motivation in these students but also inspired their peers to strive for excellence. The collective applause and recognition from the entire class served as a powerful reinforcement of the value and significance of active engagement in the module. These findings emphasise the potential of integrating flipped learning and game-based strategies as a comprehensive educational framework that caters to diverse student needs and maximises learning outcomes. Future research will focus on scaling up the study to encompass a wider range of undergraduate Engineering modules, involving a larger cohort of students from various disciplines. By expanding the investigation, a more comprehensive understanding of the effects of gamification on different student populations can be attained. Overall, this study contributes to the growing body of literature on gamification in education, underscores its potential to transform traditional instructional practices and promotes effective teaching and learning experience