**9. Sample questions and significance to higher order thinking**

**Figure 2a** and **b** show examples of components featured on two of the quiz cards. The associated questions were as follows:

**Figure 2a** images were associated with the tasks/questions:


**Figure 2b** images were associated with the tasks/questions:


**Figure 2.**

*(a), left and (b), right, illustrate the components featured on the quiz game cards. Associated questions relating to these components have been given above.*

*Activity Based Learning (ABL) Using Gamification (GBL) in Mechanical Engineering Design… DOI: http://dx.doi.org/10.5772/intechopen.104773*


One of the challenges in planning the ABL activity was careful consideration of the wording of questions. This was important because, as the activity required cooperation between peers, the intent was to partly challenge small groups of participants in higher order cognitive thinking whilst promoting group interaction to achieve those goals. To do this, certain questions, but not all, had to go beyond mere information retrieval of previously-acquired knowledge but to engage in thinking analytically about that knowledge. Learners were therefore encouraged to use what they already knew, often collectively, in order to construct new knowledge. This will encourage the learners to solve new problems and address new issues.

It was for this reason that in this case study, learners were encouraged or guided to engage in a particular pattern of dialogue. For example, if a question required that a small group of collaborating learners explore possible methods of manufacture for an identified artefact, the choice may have been choosing from a wide range of possible methods. To avoid the blind recollection of as many manufacturing methods they could identify between them (using basic memory and knowledge), they were encouraged to consider materials limited to process but also the surface finish achievable by each process and associate the information collected to the artefact in question. This guidance, therefore, encouraged higher-order cognitive thinking and making connections between new explored material (by searching during the activity) and relevant prior knowledge. This interaction induces learners'sophisticated cognitive processes such as inferencing, speculating, comparing and contrasting,

**Figure 3.**

*Illustration showing samples of four quiz game cards containing component image and associated questions.*

justifying, explaining, questioning, hypothesising, evaluating, integrating ideas, logical reasoning and evidence based argumentation.
