**13. Summary of findings, analysis and conclusions from feedback questionnaires**

**Figures 5** and **6** correspond to the responses of questions 1 & 2. These indicate that 96% of learners felt that they had applied previously gained skills and knowledge which were further underpinned during the activity. A small number of students felt that this was not the case. Although unclear, these responses may have been from a minority of students who had entered the course directly into year 2 and thus not have studied specific modules in manufacturing technology, materials and engineering communications delivered in the first year of the course. Differences in courses between various institutions can hinder continuity and link with prerequisites. The 82% response to the game being fun and competitive was again positive, however, effort was required by participating learners and the pressure to perform as a result of

#### **Figure 5.**

*I applied skills and knowledge previously gained on my course and these were further underpinned during the game.*

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

#### **Figure 6.**

*The game was fun whilst it also introduced an element of competition against my peers within an activity based environment.*

gaining a place on a leader board may have dampened the enthusiasm of the 18% of respondents who disagreed with this statement.

**Figures 7** and **8** correspond to the responses to questions 3 & 4. 94% of learners indicated that they collaborated effectively with peers to address the quiz card questions. The high score of success indicated by this question regarding collaborative learning was higher than expected. Collaborative learning has been well established and proven to be successful in numerous educational empirical studies, time and time again [28]. Johnson and Johnson [7] base it on social interdependence theory that underlies the most widely used collaborative learning procedures. It has been validated by hundreds of research studies [14]. Social interdependence exists when the accomplishment of each individual's goals is affected by the actions of others. They, therefore, promote each other's efforts to achieve their goals. Negative

**Figure 7.**

*I collaborated effectively with peers to address the quiz card questions.*

interdependence exists when individuals perceive that they can obtain their goals if and only if the other individuals with whom they are collaboratively linked fail to obtain their goals. Based on interdependence theory, the high percentage score (94%) is believed to be attributed to groups (of maximum of three members) that were selfassigned in the knowledge that they were able to collaborate. The small number (6% of respondents) that disagreed with this statement was likely to have had a member absent during part of the activity. **Figure 8** indicates that 80% of participants felt that they had gained a means of formative feedback as to the level of their knowledge as compared to their peers.

**Figure 9** indicates that the majority (86%) of students regarded the activity as a welcome change from studio sessions. The 14% that disagreed may have done so due to the required effort and competitive element necessary to partake in active learning sessions. The question was straightforward without ambiguity. **Figure 10** indicates that nearly a third of participants were not entirely clear of the rules of conduct. This may have been due to absenteeism from a class based session during which the rules were covered. These were also displayed throughout the duration of the game. Questions regarding rules of conduct were addressed during the activity.

The results indicated by **Figure 11** directly correlate with the responses to question 3 (see **Figure 7**), in that 96% of respondents agree that cooperation with peers was of benefit in completing the activity. The responses to question 8 are indicated in **Figure 12** which correlate closely with question 5 (see **Figure 9**), indicating that 88% of participants would like more Activity Based Learning.

**Figure 9.** *The activity was refreshing and welcome during studio sessions.*

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

**Figure 11.**

*Working with another person helped me complete the exercise effectively (was it helpful working with a peer).*

**Figure 12.** *Do you think more studio sessions should be organised like this (activity based learning).*

**Figure 13.**

*I found the activity interesting and relevent to the module and course.*

**Figure 13** indicates that 90% of learners regarded the technical content as interesting and relevant to their course. 2% disagreed and 8% were neutral. These results can be explained in that leaners often have misconceptions as to what is relevant to their chosen field of study as they are unable to see the wider picture.

The fact that 90% had responded entirely positive is testimony to the engagement by the majority of students who took part in the game.
