From Perception to Participation: A Case Study of Gamified Learning in Engineering Education

This study investigates how gamified learning relates to motivation, perceived learning, teamwork, and flow among first- and third-semester engineering students at a private university in Mexico during 2024. Using the CMELAC questionnaire, a validated 16-item instrument with a five-point Likert scale, the authors administered the survey at the start of courses in Differential and Integral Calculus, Physics on Conservation Laws, and Electrical Systems, drawing on 167 students (99 first-semester and 68 third-semester, with 115 men and 52 women). Average ratings were high across constructs, at 4.59 for motivation, 4.27 for perceived learning, 4.32 for teamwork, and 3.96 for flow, with 94% participation.

Spearman correlation analyses showed positive associations among the constructs in both cohorts. Among first-semester students, motivation correlated with perceived learning (ρ = 0.675) and teamwork (ρ = 0.678), while third-semester students showed stronger correlations, including motivation and perceived learning (ρ = 0.778) and perceived learning and flow (ρ = 0.730). The authors interpret these differences as suggesting that familiarity with gamification may be associated with greater responsiveness, though they explicitly note that the findings do not establish causality.

The study also presents an Activities and Competency Development Matrix rating quizzes, team debates, interactive simulations, and gamified homework across four constructs. The matrix is based on expert judgment and teaching experience rather than statistical analysis, a limitation the authors acknowledge while recommending empirical validation. Overall, the research emphasizes adaptable, feedback-rich gamification tailored to students' academic level, with the authors recognizing that the single-institution sample and descriptive design limit generalizability.