**1. Introduction**

With a significant rise in published work on the subject of gamification for the enhancement of teaching and learning in engineering education [1, 2], a number of question remain open. These concern the effectiveness of such methods with a distinct lack of empirical evidence [3] on the value of such games. The potential for such ABL can span over several positive facets including


In order to evaluate the effectiveness of Activity Based Learning in Mechanical Design a Game has been designed and incorporated as part of an intermediate module delivery (year 2 of engineering undergraduate study) on a BEng Mechanical Engineering course. The aim of the game is to partly fulfil the learning outcomes of a module in Mechanical Design whilst also reinforcing prior knowledge in associated topics such materials and process selection and detailed design.

In this paper we report on the outcomes of conducting such an activity based on direct feedback from students along with their level of engagement and participation. We shall also explore possible improvements for furthering the outcomes in ABL particularly in Collaborative learning as part of group work.

There were three module learning outcomes that we aim to fulfil through the application of this ABL activity and these are as follows:

