Learning While Developing a Game: The Case of an Introductory Course on Industrial Engineering and Management

This paper presents a case study of first-year students in the Industrial Engineering and Management (IEM) undergraduate program at the University of Aveiro, Portugal, who designed non-digital educational games as a core assignment in the Introduction to Industrial Engineering and Management course during the 2024/2025 academic year. The study involved a cohort of 78 students organized into groups of four or five, who were tasked with creating games that introduce high school audiences to the IEM program. The authors adopt a qualitative case study methodology, using the Game of Games concept-generation framework to structure the design process, and assess students through criteria covering creativity, suitability, material quality, critical analysis, and presentation skills. The assignment shifted from the course's traditional Challenge-Based Learning approach to Game-Based Learning for the first time.

The paper's central finding is that the assignment was highly successful, with student grades ranging from 14 to 19 out of 20, and that students demonstrated enthusiasm, deepened knowledge of IEM areas and the university, and developed written and oral communication skills. The authors examine EGI MASTERS, a team-based board game covering seven knowledge areas, including energy, operations management, logistics, quality management, decision support, information systems, and university life. Its mechanics combine a movement board, themed challenge cards, chance-based Mystery Cards, and a Tangram-based win condition that metaphorically represents systems integration. Students acknowledged limitations, including the need for more cards per theme and content better suited to younger learners. The faculty indicated interest in using the games for promotional events, summer academies, and school visits.