Evaluating the effect of a blended collaborative/game-based learning strategy for skill reinforcement on undergraduate engineering

Abstract

This study evaluates the implementation of a collaborative/game-based learning strategy on final year B.Sc. students focused on reinforcing the Taylor theorem (a mathematical concept previously learned, usually forgotten over time and widely used in chemical engineering) and analyses its effect on their academic performance. To this end, the design of educational card games based on basic rules was proposed to students in their fifth semester (as soon as the mathematical concept is covered in their courses) and applying these games to students in the eighth semester as a reinforcement tool (who needed to apply the concept again). A mixed quasi-experimental design was carried out in which the performance and perception of the students were evaluated. The instruments used were a validated Likert-type perception test with an alpha of 0.91 and a knowledge test applied before and after the intervention. It was found that the retention rate of this mathematical concept went from 22.6% to 50%, showing an improvement in learning Taylor's series. Compared to the traditional class, the game significantly improved performance, promoting the development of skills such as creativity, innovation, participation, leadership, goal management and motivation and was recognised by the students as an innovative way of learning. In conclusion, implementing unconventional collaborative learning strategies improves academic performance and promotes skill development in engineering students.