Table Games as a Tool to Learn about Material Science in Engineering and Architecture Studies

Abstract

The project involved applying gamification methodology in the teaching of engineering and materials science through the creation of a board game. This game facilitated the active study of the subject, encouraged self-assessment, and developed general competencies such as teamwork and interdisciplinary collaboration, as well as specific competencies in the structure, description, and characterization of materials and manufacturing processes. During the course, students created questions and tests for the game, which were reviewed by the faculty and used to print and manufacture the game. Students utilized the game to study actively, interact with their peers, and reflect on the course topics. There are plans to extend the project to more specialized subjects within the Materials Engineering degree program. The creation of these contents promotes active student learning, reinforces their knowledge, enhances information retention, and motivates students through gamification.

1. Introduction

In recent years, Spanish universities have undergone numerous and continuous changes both in the structure and content of the education programs. These changes are not only aimed at updating curricula but also at transforming teaching methodologies, shifting from a system primarily based on lectures to a more student-centered approach [1,2]. Such pedagogical trends seek to increase student engagement in their education, ultimately leading to better academic results. In this evolving context, one of the most innovative methodologies being explored is gamification, which aligns perfectly with the student-centered approach by introducing game elements into the learning process. Playing games provides interactivity, goal orientation, and motivation through failure, as well as the positive effect of doing so with immediate feedback [3].

Gamification, as proposed by Werbach and Hunter in 2012, involves the use of game-like mechanics, components, and dynamic techniques in educational settings [4,5]. Since then, various typologies have emerged, not only based on abstract levels such as foundational theory but also considering factors such as purpose, player type, motivation, focus, and traits [6,7,8,9,10,11,12]. Regardless of the specific typology used, the overarching aim of gamification is to enhance student attention and engagement, while also fostering cooperation and, at times, healthy competition. Gamification has been in practice for at least four decades, initially designed to make computer technology more user-friendly and dynamic [13]. Built on motivational theory, it provides university educators with effective tools to reduce dropout rates and improve academic performance [14]. Numerous studies highlight how gamification can positively influence student motivation, teamwork, and overall academic engagement, as well as reduce fear of failure by promoting a more engaging and supportive learning environment [1,14,15].

While digital games are often at the forefront of gamification, there are significant advantages to using analog games, such as board games, in education. Analog games encourage direct, face-to-face interaction among students, fostering deeper social and communication skills. Unlike digital platforms, which can sometimes distract students with sensory overload or superficial engagement, board games offer a more focused, tactile experience. These hands-on activities allow students to engage more deeply with content by physically interacting with game pieces, which can enhance cognitive understanding and retention of complex concepts. Furthermore, analog games reduce reliance on technology, which can help minimize screen fatigue and encourage more sustainable learning practices [16].

However, the application of gamification methodologies in higher education is not without challenges. As noted by Peñalva et al. [17], even though numerous innovative teaching methods have been proposed in university environments, traditional pedagogies that emphasize numerical evaluation still dominate, often limiting the development of broader learning competencies. The rigidity of evaluation systems often dictates the way students learn, as well as the competencies that teachers prioritize. Despite this, most educators recognize that game-based learning can positively contribute to student development. Still, the widespread adoption of gamification in university classrooms remains limited [17].

Most studies reviewed support the positive impact of gamification on learning, provided the methodology is well designed and appropriately applied. However, it is critical to continue conducting empirical research on how gamification affects motivation, interest, and learning outcomes in various educational contexts. Such research would provide valuable insights for educators considering gamification and help them decide on the most effective game elements for their subjects [1].

A particularly innovative approach within this framework is the use of board games to facilitate studying, memorization, and comprehension of subject-specific concepts. Unlike traditional study methods, these games turn abstract academic content into interactive experiences. Students are required to actively engage with the material by solving problems or answering questions that test their knowledge and understanding. This active participation not only reinforces learning but also makes the educational process more enjoyable, promoting long-term retention. Furthermore, board games can cater to different learning styles, making them an effective tool for students who might struggle with conventional teaching methods.

What sets this project apart is its novel application of analog board games in university-level science and engineering courses, areas traditionally dominated by lecture-based learning and digital tools. While gamification is often associated with digital platforms, the introduction of analog board games in technical subjects like materials science represents a breakthrough in active learning methodologies. These games are designed not only to help students grasp complex concepts but also to develop essential competencies such as teamwork, critical thinking, and problem-solving—skills crucial in engineering disciplines. This marks a significant shift from conventional study methods and brings a hands-on, collaborative approach to the forefront of science and engineering education [18].

Thus, gamification, both in digital and analog forms, is positioned as a tool with enormous potential to enhance learning by improving comprehension and attitudes toward the learning process. According to the majority of authors who have explored gamification experiences, they report a high degree of satisfaction and agreement regarding its positive effects on student interest, learning behavior, and overall academic performance [19,20].

For the correct application of gamification in education, it is essential that educators have a thorough understanding of its mechanics and the technologies (or physical resources, in the case of analog games) required for its effective implementation. More empirical studies are needed to guide educators on when and how to apply specific game elements to maximize their positive impact on both motivation and learning. This includes further exploration of analog games, which, despite their numerous benefits, are often overlooked in favor of digital gamification strategies. Analog games have the unique ability to engage students without the need for technology, fostering a more direct and human-centered learning environment [16]. Thus, conducting research on gamification experiences with clearly defined control groups is fundamental to appropriately analyzing results. This will allow the development of new theories that explain the positive or negative effects of gamification experiences, providing educators with the information necessary for effective implementation.

In the profile of engineering students, critical analysis, decision-making, teamwork, and collaboration are essential for acquiring the general competencies required in their field. Despite efforts to integrate these competencies into classroom activities, they are often neglected when it comes to reviewing and studying course content. Engineers need to be adept at critically analyzing data, identifying problems, and designing solutions, often within the context of multidisciplinary teams. Therefore, engineering students must not only learn to question assumptions and make decisions based on evidence but also to communicate and collaborate effectively.

This project proposes the development of a gamification-based methodology that addresses these competencies while simultaneously reinforcing the key academic concepts of engineering and materials science. By integrating a board game into the curriculum, students can engage in the active study and review of the subject matter while developing critical skills such as teamwork and interdisciplinary collaboration. This represents a novel approach to learning, where students can self-assess and apply their knowledge in a game-based context, making the learning process both engaging and reflective of real-world challenges [16]. The board game used in this project will focus on topics such as materials science and manufacturing processes, allowing students to connect theoretical knowledge with practical applications.

2. Materials and Methods

This innovation proposal was developed within the framework of the teaching of undergraduate subjects related to the field of Materials Science and Engineering taught at the Universidad Rey Juan Carlos (URJC) during the 2023/2024 academic year. Specifically, it was implemented in three different subjects:

(i)

Materials Science and Engineering: This is a subject of the first-year course of the Mechanical Engineering Degree. It is a mandatory subject, it has 6 ECTS credits, and it takes place during the second semester of the course, in a face-to-face mode (with 4 h of class per week). The number of students enrolled was 94.

(ii)

Microstructure and Phase Transformations: This is a subject of the second-year course of the Materials Engineering Degree. It is a mandatory subject, it has 6 ECTS, and it takes place during the second semester of the course, in a face-to-face mode (4 h of class per week). The number of students enrolled was 60.

(iii)

Optical and Magnetic Behavior of Materials: This is a subject of the third-year course of the Materials Engineering Degree. It is a mandatory subject of 6 ECTS that takes place during the second semester of the course, in a face-to-face mode (4 h of class per week). The number of students enrolled was 60.

The work methodology consisted of 4 stages.

In the first stage, the transversal indicators, to be used in the evaluation of the actions implemented in the different degrees and subjects, were identified. These indicators included the following: (i) success in the achievement of the competencies evaluated, and (ii) the satisfaction of students and teaching staff participating in the activity.

In addition, at this stage, the rules and regulations were proposed for the board game to be developed. In this regard, the students’ prior experience with playing such games (outside the educational context) was very important as it affected (1) the game design, allowing it to be adapted to be more accessible and attractive to different skill levels; (2) the evaluation of learning, i.e., it helped to more accurately measure the educational impact of the game as it allowed differentiation between what the players already knew and what they have learned; (3) motivation, i.e., knowing the prior experience helped keep players motivated by offering challenges appropriate to their skill level; and finally, (4) personalization, i.e., this facilitated the personalization of the game experience, making it more relevant and effective for each player [21]

In this specific study, we selected a mass market game [22,23,24] to ensure that 100% of the students had prior experience with the game dynamics. First, the simplicity and accessibility of mass market games allow students from different backgrounds and experience levels to participate without needing to overcome a steep learning curve. Games like Party & Co. (Madrid, Spain). are intuitive, easy to understand, and quick to implement in a classroom setting, which prevents students from spending time learning complex rules, as is often the case with role-playing games. This ensures that the focus remains on the concepts and skills being taught, rather than on the mechanics of the game itself. Additionally, mass market games encourage direct social interaction among students, which is especially important in educational environments. Games like Party & Co. facilitate communication, teamwork, and collaboration, all of which are fundamental skills in higher education. While role-playing games also promote these competencies, they tend to focus more on narrative immersion and character development, which could distract from the specific educational goals. Furthermore, mass market games are typically easier to adapt to a variety of contexts and subjects. Party & Co., for example, can be easily modified to include questions or activities related to academic content, making it a versatile tool for reviewing concepts, memorizing information, or strengthening specific skills. In contrast, role-playing games require a more elaborate structure and time for developing stories and characters, which may not be feasible within the constraints of a university class, where time is limited. Finally, mass market games like Party & Co. create a playful and competitive atmosphere without the narrative depth of role-playing games, allowing for a balance between enjoyment and a focus on academic content. This balance may be harder to achieve with role-playing games, which tend to be more open-ended and require a higher degree of improvisation and creativity—elements that, while valuable, may not be suitable for all students or subjects. As Sousa [23] explains, modified games can enhance communication, collaboration, and idea generation in work groups.

In this sense, it is important to consider that in recent years, there has been an unexpected revival of board games that has led to new ways of experiencing games. Board games have also facilitated novel tasks such as teaching, conflict reduction, and the fostering of cooperation [24]. The games considered include many aspects in which the new board games are based because the point of interest shifts away from the board into the circle of players [25,26].

The board game used in this study consisted of a board with 6 types or categories of tests, as can be seen in Figure 1. The aim of the game was to pass a test in each of the 6 main squares (squares with colored backgrounds), which corresponded to each type of test. To do this, the teams first moved across the board through the different squares, and in each of these squares they performed a test. The description of the different test categories and the gameplay is also shown in Figure 1.

The rules of the game were as follows: Each team chooses a counter and places it on the starting square. The players roll the dice and the team with the highest score starts the game. If two or more teams tie, they roll the dice again.

The starting team rolls the dice and moves its counter to the number of squares indicated by the roll in the direction it prefers. If a counter lands on a square of the five trials, the team must perform the trial correctly to keep its turn. The teams must move across the board through the different squares to reach the main squares (colored ones).

If a counter lands on one of the main squares and the team passes the test, it will win a token corresponding to that test. When a team manages to score on all the main squares and therefore has all six different tokens, it wins the game.

If a counter lands on a square with a dice drawn on it, it may roll again, and then move the counter the number of squares indicated by the roll in the direction they prefer.

Stage 2 consists of carrying out the activity. This stage was approached as follows: Students from the Material Science and Engineering subject of the Mechanical Engineering Degree collaborated in the creation of a board game about the contents of their subject. During the course, students were asked to elaborate different questions/tests about the contents of the subject, which were used to create the board game.

For the delivery of these questions, the tools available on Moodle were used, which can be found in the virtual classroom of each subject of the URJC. These tools are available to all students and allow them to keep a record of the activity of each user because to access the virtual classroom, the student must enter their institutional username and password.

Each student from the Materials Science and Engineering subject of the Mechanical Engineering Degree submitted 6 tests/questions (one test from each of the question categories of the game) for the development of the board game. In this way, more than 90 different tests for each test category were provided. These questions/tests were then corrected by the teaching staff, designed, and printed for the production of the game. The printed game board and details of some of the printed test types are shown in Figure 2.

In Stage 3 the results were evaluated. The students used the board game, as is shown in Figure 3, and the impact of the game on their learning was evaluated from the results of an anonymous questionnaire. The questions of the survey are shown in Figure 4.

In Stage 4, the game was extended to adapt it to more specific subjects of the Materials Engineering Degree. In this stage, it was proposed that, as in the subject of the Mechanical Engineering Degree, the students of the different subjects of the Materials Engineering Degree participate in the generation of the questions/tests for the creation of the board game and subsequently use the game in order to help them to study actively and also to interact with their classmates, so as to encourage reflection on issues related to the contents of the studied subject.

3. Results and Discussion

Students from the Materials Science and Engineering subject of the Mechanical Engineering Degree showed a high degree of participation in the activity (82.2% participation).

The analysis of the student surveys of the board game experience shows that 68 out of 74 students considered the activity to be very interesting or interesting as a new learning tool, which represents 91.9% of the students. Only one student found the board game uninteresting (Figure 5a).

Regarding the playability (in terms of having good experience and participation), 19 students out of 74 considered the playability to be very good. Only 12 students had a neutral experience with respect to the gameplay and only one student out of 74 considered the experience not very interesting (Figure 5b). The overall experience was considered highly intuitive, making it easily playable and contributing to a better understanding of the subject according to 81.1% of the students.

The most repeated comments in response to the question about what aspects of the board game were most useful to the students in understanding the subject concepts were analyzed. Most of the comments emphasized as a very important aspect that the game encouraged cooperative work or teamwork. In this way, the students themselves explained to each other the answers to the questions/tests of the game. This favors the review and active study of the subject and, at the same time, favors the understanding of the concepts.

Under the question of what aspect of the board game the students considered could be improved for future sessions, most of them agreed with the need to have smaller working groups so the board game would be more useful for the students to understand the concepts of the subject.

There are several factors that affect the playability of this type of game. First is the design of the game. Elements such as the board, the cards, the tokens, and the rules must be well balanced and coherent since they will affect the player’s experience. Likewise, the background and setting of the game help and influence the players’ immersion in the game. The game experience is also influenced by the quality of the materials and how well they are designed: sturdy cards, solid pieces, and a durable board are important.

In this sense, the design of the board game was entirely set in the area of Materials Engineering, with the game board having a hexagonal design that emulates the crystalline structure of graphene. In addition, the background design of the board contained an image of the university campus where the teaching activities take place, thus increasing a sense of belonging. The design of the cards and tokens was coherent and attractive. Finally, the game material quality was also considered to ensure its durability.

On the other hand, in terms of playability, it is important that the game can be replayed several times without becoming monotonous. In this sense, the game is reminiscent of the main mass market games (trivia, taboo, mythical/drawing games…), which can be played repeatedly, each game being different from the other. In addition, the high number of questions prepared avoids repetition. On the other hand, the complexity of the game must be adapted to the target audience. The questions and tests were designed by the students themselves and then reviewed by the teachers, so the complexity of the game was adapted to the subject.

Another important aspect of this type of game is the capacity for social interaction, i.e., it allows interaction between players. In this way, games with negotiation, alliances, or direct competition tend to be more attractive; for this reason, we designed a type of game that could be played in teams in order to promote the development of teamwork skills and soft competitivity that encourages learning skills.

This approach is particularly relevant in an era in which personal interaction between students is diminishing. In digital games, the teacher is the responsible agent for the dynamics of the game, and this favors the direct contact between the student and the teacher. However, this interaction which used to be weak has increasingly been reinforced by digital communication. However, this has weakened academic interaction between students. The direct considerations made by the students and the relevance that they give to the size of groups demonstrate that interaction between players is crucial and that this is favored by an analog game, as has been also observed before [23]. Also, the effect of gaming on motivation has been observed in many other studies [27,28,29].

Finally, in terms of playability, the duration of the game affects the satisfaction of the players. However, this aspect can be contradictory among the different participants. Some players may prefer short games, while others enjoy longer games.

Results related to the evaluation of learning and acquired competencies are presented in Figure 6a. The competencies that the students consider having acquired through the board game were as follows: (i) critical thinking; (ii) problem-solving; (iii) collaboration and teamwork; (iv) oral communication; and (v) the acquisition of theoretical knowledge.

On the other hand, 62 students out of 74 (which represents 83.8%) considered that the board game experience helped them to better understand the concepts and topics covered in the course (Figure 6b). One important factor to highlight is that 45 students out of 74 (80.8% of the students) considered that their level of knowledge retention increased using this method compared to the methods they use conventionally (Figure 6c).

These results are in line with different studies that evidence that academic performance is improved by means of using games [27,30,31].

Studying in groups, following games, or satisfactory methodologies can significantly improve the retention of concepts and the understanding of topics for several reasons:

(i) Active Interaction: Discussion and active interaction with fellow students helps reinforce learning. By explaining concepts to others, students consolidate their own understanding and detect possible gaps in their knowledge.

(ii) Diversity of Perspectives: Students in a group bring different points of view and methods of understanding, which can facilitate the understanding of complex concepts by offering several ways of approaching them.

(iii) Doubts Resolution: By playing in groups, students are more likely to ask questions and clarify doubts that they might not have raised when studying alone. This leads to a deeper understanding of the topics.

(iv) Motivation and Responsibility: Studying in a group can increase motivation and responsibility. The knowledge that others depend on you to study can encourage you to prepare better and keep focused.

(v) Comparison and Self-Assessment: Students can compare their progress with that of their peers and self-assess themselves more effectively. This allows them to identify areas in which they need to improve and receive constructive feedback.

(vi) Social Skills Development: Team/group work helps to develop social and communication skills, which are crucial not only for academic learning but also for professional development.

(vii) Problem Solving: Groups encourage a collaborative problem-solving methodology, which can lead to more creative and effective solutions than those that might arise individually.

(viii) Stress Reduction: Studying in groups can reduce stress and anxiety, as sharing concerns and problems with others can be comforting and encouraging.

The use of the gamification methodology to study the concepts has been found to be attractive since it allows the development of strategies that favor retention and improve the understanding of the topics studied. The use of a board game helps to establish clear objectives. Defining clear goals and objectives for each study session is important to maintain focus and productivity that ensures that the study sessions are productive, avoiding distractions and maintaining a serious work environment. The design of the board game developed in this work facilitates the use of varied resources, i.e., students face different categories of questions that approach the study of the subject from very different perspectives, which helps to enrich the understanding of the subject.

On the other hand, regarding the question of what part of the board game was especially challenging for them or helped them to overcome academic difficulties, there was a great diversity of answers, since for each student one type/category of test/question helped them more than others; this is related to the different types of intelligence and ways of understanding that each individual person has. For this reason, it was very interesting to study the topic using different types of questions.

To conclude, from the student’s point of view, the most positive aspects of the board game in terms of learning experience were that this activity could be carried out in groups, which encouraged cooperation and allowed them to review and actively study the theoretical contents of the subject while favoring the acquisition of the general competencies of the degree. As additional suggestions, most students agreed that they found the experience interesting and suggested that the activity could be also implemented in other subjects. It can be concluded that the main objectives of the educational project were achieved.

In the next phase of the project, the game was extended and expanded to other subjects of other degrees, so that the synergies in the application of this methodology can be evaluated. The activity was carried out in the Degree in Materials Engineering in two subjects of second and third year so that the applicability of the methodology could also be studied at a vertical level within the same degree.

The results obtained from the second-year subject “Microstructure and Phase Transformations” (MTF) were as follows: The percentage of participation in the activity was high (80%). To the question, how interesting did you find the board game as a learning tool in this subject (Figure 7a), 82.8% of the students considered the game very interesting (14 out of 29) or interesting (10 out of 29).

As for the playability (Figure 7b), 79.3% considered it very good and very attractive (13 out of 29) or good and attractive (10 out of 29). The aspect that they found most useful to help them understand the concepts of the subject was the diversity of question types. Therefore, the answers of the students regarding the questions referring to the game experience agree with the results obtained for the subject of Materials Science and Engineering of the Degree in Mechanical Engineering.

On the other hand, regarding the competences they considered achieved thanks to the game, they also coincide with the previous group and indicated critical thinking, problem solving, teamwork, and oral communication, adding the competence of creativity as main acquired competences (Figure 8a).

A total of 79.6% of the students (23 out of 29) considered that the board game helped them to better understand the concepts and topics covered in the course (Figure 8b) and 62.1% of the students (18 out of 29) considered that their level of knowledge retention improved when using the board game compared to other traditional methods (Figure 8c). These data are also similar to those obtained with the other group evaluated. When the students were asked about which aspect of the board game they found particularly challenging or helped them to overcome academic difficulties, most of the students referred, again, to the different types of questions available since they promote different ways of dealing with theoretical knowledge. Finally, they emphasized the use of teamwork as a tool for studying the subject, as well as indicating their increased motivation in carrying out this type of novel activity.

These results agree with those obtained with the other subjects and with the results from different studies in other types of subjects [30,31,32].

The results obtained from the third-year course ‘Optical and Magnetic Behavior of Materials’ (COM) were as follows: The participation rate in the activity was high (86%). When asked about their perception of the board game as a learning tool in this course, 97.22% of students found it very interesting (17 out of 36) or interesting (18 out of 36). Regarding gameplay, 91.6% rated it as very good and highly engaging (13 out of 36) or good and engaging (20 out of 36). As in previous subjects, the absence of negative evaluations is considered a very positive point. It is relevant to include that the game was played on the last day before the exams and that no student considered it to be a waste of time. In order to evaluate the correctness of the answers of the students, they were collected by the teachers and any doubts and misconceptions were corrected after playing the game. Therefore, the game turned into a tutorial of the questions that the students did not understand. Additionally, the competition between the groups caused debates on very specific details of the questions made, which turned out to be useful in deepening the knowledge of many aspects of the subject.

Students found the diversity of question types particularly useful, especially those resembling Pictionary and Taboo. The competencies acquired through the game aligned with the previous group, including critical thinking, problem-solving, teamwork, and oral communication. Additionally, creativity was highly appreciated and even research skills were mentioned. A total of 83.3% of students (30 out of 36) believed that the board game helped them better understand course concepts and themes, while 75% (27 out of 36) felt their knowledge retention improved compared to traditional methods. These findings were consistent with the other evaluated group. When asked about challenging aspects of the game or how it helped them overcome academic difficulties, most students highlighted the variety of available questions, which encouraged different approaches to theoretical problems. Finally, they emphasized teamwork as a valuable study tool and expressed motivation for engaging in novel activities.

4. Conclusions

This work explored the application of a tailored gamification methodology using board games for Materials Science subjects in different technical degrees. The use of board games was welcomed by the students and the collaboration between students within each group, and even between other groups, was achieved. Also, the students’ gaps in knowledge regarding parts of the subjects arose more naturally than in standard classes and even more than in tutorials.

The methodology adapted board game typology to the topics of materials science. In addition, different questions/tests were created by the students themselves for a better adaptation of the topic content. The creation of these contents helped the active training of the students, since it allowed them to reinforce their knowledge and increased their retention while encouraging their active participation in the game. Thus, it allowed them to reflect on the knowledge acquired, which facilitated their self-evaluation. It must be added to the conclusion that the proposed game approach followed mass market games; this could be a limitation of this project. There is no problem for non-expert gamers but there could be a limitation from a game studies perspective. Using modern design elements can be something to explore in the future to continue this research.

On the other hand, gamification, as a teaching methodology, increases student motivation in which the effort made during the course has a reward in the form of a prize (gamification) and has a practical utility, beyond facilitating self-evaluation of their knowledge, since the game can be used in scientific dissemination conferences. In other words, the creation of these contents encourages the dissemination of knowledge to other sectors of society, which is directly linked to the three fundamental tasks that should be undertaken by a university: teaching, research, and dissemination.

The activity increased student motivation by encouraging the active study of the subjects, the creation of self-study and self-evaluation material, and students’ research task to complete the material, critical analysis, and communication skills related to materials science and engineering, taking advantage of a unique and creative way of learning. In addition, student participation supported the development and evaluation of student competencies.

Also, the project allowed for reflection on the identification of common indicators for the development/evaluation of educational activities in different Engineering Degrees, and also, the analysis of its applicability at a vertical level between subjects of different years in the same degree. In this way, clear similarities were found in the opinion of the students regardless of the degree and year in which the activity was applied.