Need-Based Learning: Integrating Just-in-Time-Learning and Role-Playing-Game in a PBL setting

Learning setting for complex design processes  

Solving design problems is a core activity from the engineering practice. Using problems that resemble the engineering practice, though, is a challenge to design teaching in the context of a single course. Real problems are typically complex and multidisciplinary, which require the course to cover both the general design content and the content from each specific discipline. Indeed, during the design process, the diverse engineering disciplines use different tools and techniques (T&T) to support their work, and which must be combined in an effective way. This multidisciplinary content must also be meaningfully linked and delivered in a way that prevents the students from losing their interest when dealing with content from a different discipline. This project proposes the Need-Based Learning pedagogical model (NBL) to solve this challenge, which combines gamification and just-in-time learning in a flipped-classroom and project-based learning setting. 

Gamification, flipped classroom and just-in-time learning 

Design problems that resemble the engineering practice require an educational setting that combines different pedagogical methods. In the case of NBL, the used methods are: 

• Project-based learning, which is one of the most-favoured pedagogical models for teaching design, and because engineering practice design problems are almost always solved in the context of projects.
• Flipped classroom, where the direct instruction in terms of theory lecturing moves from the synchronous group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment.
• Gamification, which motivated and induce the desired actions from the students.
• Just-in-time learning means that the students get the knowledge only when it becomes necessary. 

In this NBL, the gamified project creates the scenario (set of specific tasks or problems) for the just-in-time pulling of learning content, which is made available online. The students learn as needed to play the game in class and are assessed according to their reflection on their game choices and results, rather them by winning or losing the game.  

Once the NBL’s backbone if the gamified project, the most challenging part was creating the Ingenious card game. The choice of a card game was to increase the students’ face-to-face interaction and to reduce the need of ICT support. In this way, the ICT infrastructure is only necessary to hold the flipped classroom’s online videos and quizzes. 

Awareness, more motivated students 

This project has been evaluated in the following ways: during the development the team included a learning specialist (pedagogical quality), an expert with experience in developing similar games (game quality), and a group of students (co-creation). Feedback has been obtained from external specialists by writing three peer-reviewed conference papers (2 to SEFI 2021 and 1 to CDIO 2022), from peers during presentations at the Comenius Network and the University of Twente and from actual users (students from the pilot course). 

The project results include the NBL Model and its companion educational game setting. The NBL brought awareness on how the different engineering disciplines contribute to the design problem solution. The results show that the students considered the gamified approach more motivating, both to execute their activities and to come to the class. Other positive aspects were fostering critical thinking and showing the connection among topics and techniques, which are often presented as stand alone.

Further research 

The main limitation was having only one pilot, with students from the same master programme. Further research is needed, in which the class includes students from different engineering disciplines and the feedback can capture their different perspectives. 

In terms of continuation, the NBL and the companion game became part of the course where the pilot was made. Plans also include adapting the results to the ATLAS bachelor programme and the Transdisciplinary Master Insert, both at the UT. 

NBL usable in any multidisciplinary context 

NBL is not limited to design teaching, it is applicable any setting where a multidisciplinary group collaborate to solve a problem (i.e. emergency rooms, where the diverse health care professionals approach the problems with their own perspectives to save the same patient). In this sense, there are several opportunities to adaptation. Facilitating the wider use, though, requires a more comprehensive game framework description and clear instructions on how to adapt it. 

Relevante publicaties 

• D. H. Jonassen, “Engineers as problem solvers,” in Cambridge Handbook of Engineering Education Research, 2015
• J. L. Polman, “Activity structures for project-based teaching & learning: Design and adaptation of cultural tools,” 1998
• Y.-K. Chou, Actionable gamification: Beyond points, badges, and leaderboards. 2016
• A. Hartmann and L. Gommer, “To play or not to play: on the motivational effects of games in engineering education,” Eur. J. Eng. Educ., 2019, doi: 10.1080/03043797.2019.1690430
• S. Schrader, W. M. Riggs, and R. P. Smith, “Choice over uncertainty and ambiguity in technical problem solving,” J. Eng. Technol. Manag., vol. 10, no. 1–2, pp. 73–99, 1993, doi: 10.1016/0923-4748(93)90059-R 

Producten of presentaties over dit project  

• Pereira Pessoa, M. V., Arenas - Oude Alink, C. & Wachter, G. J., “Need-based learning: an integration of just-in-time-learning, flipped classroom and gamification in a project-based learning setting”, Proceedings SEFI 49th Annual Conference 2021: Blended Learning in Engineering Education: challenging, enlightening – and lasting?. Heiß, H-U., Järvinen, H-M., Mayer, A. & Schulz, A. (eds.). p. 1091-1100 – September 14, 2021
• Pereira Pessoa, M. V., Wachter, G. J., Arenas - Oude Alink, C. & Abdala, L. N., “Ingenious: An educational game teaching multidisciplinary product design and development project choices”, Proceedings SEFI 49th Annual Conference 2021: Blended Learning in Engineering Education: challenging, enlightening – and lasting?. Heiß, H-U., Järvinen, H-M., Mayer, A. & Schulz, A. (eds.). p. 1101-1112 – September 14, 2021
• Pereira Pessoa, M. V., “Just-in-time learning product design and development through gamification”, presented at the CDIO 2022