**12. Evaluation**

The design studio quiz game was included in the delivery of the Mechanical Design module and its 'sister module' of Automotive Design. It was conducted over a period

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

**Figure 4.** *Studio ABL with gamification in action.*

of 2 weeks and included activities associated with engineering artefacts as illustrated in **Figures 2a** and **b**.

Once the activity had been completed and the top-scoring teams had emerged, learners were given formative feedback on performance and how this could have been improved. Discussion sessions helped resolve queries that arose regarding certain questions relating to artefacts used as part of the activity. During the evaluation, certain questions were addressed through a feedback questionnaire in order to establish whether the activity had generated a positive learning experience or had the activity succeeded in achieving the following?


The feedback questionnaire consisted of nine questions. A copy of the questionnaire is included in the appendix and the analysis by students'selected answers to the given questions is also detailed.

The basis of the questionnaire was to establish the views as to whether students had perceived to have gained from the overall learning experience. One of the longer term research questions is whilst students may respond positively to an ABL approach to teaching and learning, do they actually benefit to a greater extent, beyond the activity. Question 8 was included to enable the quantification of students who desired for more sessions to be delivered in this manner whilst Question 9 tried to establish the students' perceived relevance of content, to their course. Questions 3 and 7 referred to aspects of Collaborative learning whilst questions 2, 5 referred to aspects of gamification design [8, 10].
