**2. Facilitating the activity within the curriculum**

Mechanical Design is a core module for undergraduates in Engineering and Technology studies. Reinforcing engineering scientific principles and elements of design through the application of studio based design projects has long been recognised and acknowledged as an effective means of achieving higher order cognitive thinking in mechanical engineering education [5].

Several core modules precede the Mechanical Design module that form a fundamental part of the curriculum for the Mechanical Engineering Bachelor's Degree at the University where this cases study was conducted. The content of these modules is interlinked through theory and application in which the theory is reinforced by application. The modules used as examples and detailed in this paper intend to demonstrate how Activity Based Learning (ABL) and Game-Based Learning (GBL), in a group context (Team-Based Learning or TBL), could improve the learner experience during intermediate modules (studied mid-way through a program of undergraduate study) delivery. All modules will be defined in terms of content and learning outcomes and the way in which the content of these modules interlink will be clarified. The three modules to which reference will be made for the application of ABL, GBL, and TBL are:

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


The profiles of undergraduates that join the Bachelor's Degree are of diverse educational and training backgrounds which can vary from school leavers with GCSE (General Certificate of Secondary Education) Advanced level subjects, international school leaving certificates/diplomas or baccalaureate to mature apprentice trained or experienced students. GCSE Advanced level subjects are the common route of entry by UK school leavers, into university undergraduate courses.

Mechanical Design as a formal module in Mechanical Engineering undergraduates programs is usually introduced at the intermediate level once students have acquired prior knowledge in subjects such as graphical communication and use of Computer-Aided Design (CAD), materials, manufacturing processes and engineering science and analysis. The dilemma that many engineering educationalists are faced with is that too often students regard these subjects in isolation. Once they have met the learning outcomes of each and have passed the subjects at different stages of study, the context is lost. This is why engineering education is often labelled as being too linear. Any thought of application becomes vague. Design aims at bringing together the application sciencebased subjects through an initial process of synthesis. This requires a systematic approach or disciplined method of thought through which the creator creates, analyses, and eliminates solutions prior to embarking in the detail. This process is referred to as the design methodology. As an initial part of the module, students are encouraged to practice by following through the design methodology process. It is a pursuit that challenges their creativity using analytical abilities. It is a complex process where extensive relationships need to be sub-divided into a series of simple tasks. The complexity of the process requires a sequence in which ideas are introduced and iterated.

Students usually embrace this process even though some struggle to systematically and methodically follow it.

**Figure 1.**

*Positioning and timing of various modules for embellishing student knowledge for design application.*

In the later part of the module, students are expected to consolidate prior knowledge and apply it in the detailing stage. For this, they need to consider detail such as concise and unambiguous graphical representation, design for manufacture and assembly, materials selection and design validation though analysis.

It is through such a consolidation process that it becomes evident how past knowledge is either forgotten, overlooked or sporadic.

The aim of the activity is therefore to prompt learners on how prior knowledge is applied through examples in which they are assisted by collaboration with peers and guidance of the tutor whose role is as facilitator. **Figure 1** indicates where the activity is positioned in relation to knowledge gained in other modules.
