**15. Summary of addressing research questions and conclusions**

In this paper we reported on a studio based GBL/ABL activity and presented the results of our findings in the form of qualitative feedback received from learners as well as quantitative results obtained from levels of attainment and performance in the modules where GBL/ABL activity was used. GBL/ABL learning enabled the observation of the effects on students' performance in a simple in-class game.

It was established that the students performed better in the subjects which build on the knowledge, skills and understanding acquired in GBL/ABL, such as an end of year detailed design project. There was a clear benefit of engaging the students in a collaborative learning activity which was evident from individual assessment scores.

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

Through individual and instructor questions and answers, they 'filled' knowledge gaps, leading to successful completion of design tasks.

Mostly, the students were not hindered by participating in a group activity and benefited from a competitive environment gauging their performance against their peers, and competing for the top-scoring place in the ranking.

In addition, it was clear that students who ranked within the top half of collaborating groups in the GBL/ABL activity had also performed better on an individual basis at the end of year assessment. Groups consisting of either two or three participants were of mixed ability and level of background knowledge but still performed individually better if they were part of a top-scoring group.

As a result of GBL/ABL, it has emerged that learners acquired knowledge, skills and abilities according to the learning outcomes for the module, whilst also experiencing an enjoyable learning activity and hence requested further collaborative learning sessions.

Based on the evidence acquired it can be concluded that a blended learning approach to teaching and learning can produce a powerful set of tools for Mechanical Engineering education that improves motivation, engagement and attainment of students in undergraduate engineering courses.

We have addressed the challenge of providing a robust education to engineering undergraduates students and equipping them with the skills and knowledge for a realworld environment through motivating and engaging them as learners. Our approach was one of GBL and ABL which require collaborative learning and access to the web and a VLE.

This approach has led to the University's recognition of this innovative approach to teaching and learning by awarding 'The Teaching Excellence Prize'—best course team for student outcomes (student cohort exceeding 100 students).
