Integrating game-based learning in an industrial engineering module at a South African University

Abstract

The development of non-technical skills prepares engineering students to adapt to the volatile, uncertain, complex, and ambiguous world we are currently experiencing. Learning strategies that involve learning by doing could enhance the development of such skills. This study explores the impact of game-based learning on improving a deep understanding of technical knowledge and acquiring non-technical skills in a third-year industrial engineering module at a South African University. The paper employs a qualitative research approach using self-reflective inquiry that describes the practical application of game-based learning and the perceived impact on student learning. The study revealed that game-based learning enhances higher-order thinking skills and strengthens teamwork, providing a platform for the social construction of knowledge. This study highlights the value of integrating game-based learning into engineering education. Future studies include conducting a scholarship of teaching and learning project to investigate students' views on game-based learning's impact on their overall experience.