From the classroom to the game: applying available pedagogical guidelines in game-based learning

Abstract

Abundant literature of game-based learning for engineering education exists, due to growing technical advances, familiarity, and previous studies showing improvements on engagement. Similarly, studies on pedagogical guidelines for traditional lectures are abundant and have been shown to improve student learning. However, literature is very limited on educational games for engineering designed using pedagogical principles. To address this issue we collect, from available guidelines validated for classroom settings, 17 guidelines that can be directly applied into pedagogical game design: these guidelines are studied, and a demonstration of their application is shown during the design of a pedagogical game for VaporLiquid equilibrium.