Alice Canavesi & Laura Cattaneo & Francesco Bertolotti & Giacomo Buonanno & Luca Mari & Aurelio Ravarini
acanavesi@liuc.it; lcattaneo@liuc.it; fbertolotti@liuc.it; gbuonanno@liuc.it; lmari@liuc.it; aravarini@liuc.it
Carlo Cattaneo University – LIUC
Abstract
This study investigates an innovative application of Game-Based Learning (GBL) in a higher education context, emphasizing the dual role of students as both creators and users of digital gamebooks. The primary aim is to explore the impact of this approach on learning outcomes, intrinsic motivation, and the acquisition of essential soft skills, such as teamwork and project management. In this variant of GBL, first-year management engineering students at LIUC University were tasked with designing game-based challenges focusing on core subjects like Mathematics and Statistics. The role of the teacher in this process is crucial, acting as a facilitator who guides the students in learning a specific software for devoloping the game, reviewing their work, and providing ongoing feedback to optimize time management and project delivery. Data collected through surveys highlight that while students significantly developed their programming and teamwork skills, the consolidation of mathematical and statistical knowledge proved to be less impactful. This research underscores the potential of GBL to engage learners actively and enhance educational outcomes, suggesting that for this specific game, further adjustments are needed to effectively integrate more complex academic content into game-based activities.
Keywords
Game Based Learning; First Year Engineering Education; Intrinsic Motivation; Experiential Learning.