Fostering Engineering Thinking with Curriculum Integrated STEM Game

This paper shares the experience of implementation of STEM-based learning in the educational process of CDIO-based undergraduate programs. Proposed gamification model is applied through the first year of Introduction to Engineering course as a stage of students’ acquaintance with the problems of engineering profession. STEM-based gaming competition “Engineering Cluster” is implemented under the scope of networking collaboration between Siberian Federal University and Moscow Polytechnic University in the first semester of 2016-17 academic year. The game aims at familiarising students with project-based learning and teamwork by solving context engineering tasks based on the content of natural sciences for the first year engineering undergraduate programs. The game utilizes CDIO approach by recreating the mechanisms of engineering companies’ functioning at high-technology market. In addition, the competition is organized in student-friendly digital environment, thus giving a new perspective of teaching traditional natural sciences. The paper substantiates role and importance of STEM-based gaming activities at the stage of adaptation to studying in university. Major issues concerning partial gamification of learning content are described. The issues include seamless intercurricular integration of game content, faculty training, workspace organization, students’ motivation sustainability, and evaluation of learning outcomes. In the practical part, the paper shares the experience of “Engineering Cluster” competition organization for three CDIO-based undergraduate programs of SibFU. The competition combined diverse range of learning technologies including gamification, project-based approach, teamwork and digital learning environment. The emphasis is made on the actual experience of MPU and SibFU collaboration and joint work of administration, faculty and tutor students in effort to provide immersive learning activity for first year students. Finally, the paper discusses the results of STEM game implementation in the educational process of first year undergraduates. Significant point is made in students’ abilities for self-study and solving interdisciplinary problems without clear procedure given. Moreover, the game put attention to practical importance of natural sciences and served as a starting point for developing students’ engineering thinking and learning motivation. On the whole, the proposed learning model could be a ground for change of mindset of both faculty and students on how traditional disciplines can be taught and learned.

Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017