scholarly journals GAMIFICATION IN ENGINEERING EDUCATION IN CANADA: A SYSTEMATIC REVIEW OF THE LITERATURE

2020 ◽  
Author(s):  
Renato Alan Bezerra Rodrigues
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Classroom Research ◽  
Positive Outcomes ◽  
Review Of The Literature ◽  
Game Based Learning ◽  
Design Elements ◽  
Undergraduate Engineering ◽  
Literature Reviews ◽  
Undergraduate Engineering Education

In order to tackle issues related to student engagement and motivation, some instructors have used games design elements as pedagogical methods in their classroom. Research on the use of gamified pedagogies in engineering education has grown in the last 15 years. However, past literature reviews found almost no papers documenting the use of gamification in Canada. Therefore, this paper will report the results of a systematic literature review specifically focused on the use of game-based learning and gamification strategies in engineering education in Canada. Results showed that 15 papers documented the pedagogical use of games or gamification in the Canadian undergraduate engineering education context. Most papers reported positive outcomes regarding student attitude, motivation and engagement; however, more research is needed on the efficacy of gamified pedagogies in delivering learning outcomes.

scholarly journals TEACHING TEAMWORK, ETHICS AND EQUITY, AND IMPACT ON SOCIETY AND THE ENVIRONMENT TO UNDERGRADUATE ENGINEERING STUDENTS: A REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Ellie L. Grushcow ◽  
Patricia K. Sheridan
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Engineering Students ◽  
Leadership Education ◽  
Engineering Curriculum ◽  
Review Of The Literature ◽  
Graduate Attributes ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The Impact

This paper explores the way in which three graduate attributes have been instructed on, together, in the undergraduate engineering curriculum. In particular, this paper explores how teamwork, ethics & equity, and the impact of engineering on society and the environment are taught together. These three attributes are used as a framing for engineering leadership education to explore how it has been embedded in the curriculum from a graduate attributes perspective. Following systematic literature review principles, this work explores the prevalence and motivations forincorporating these attributes in undergraduate engineering education in Washington Accord signatory countries. Findings indicate that these attributes are not frequently documented as being taught together, and are motivated equally as a design topic as a leadership/entrepreneurship topic.

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