Sun, L. (2020, June), Enhancing Learning of Engineering Graphics Through Gamification  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34571

\bibitem{asee_peer_34571}
  Sun, L. (2020, June), \emph{Enhancing Learning of Engineering Graphics Through Gamification}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34571

Lulu Sun.  "Enhancing Learning of Engineering Graphics Through Gamification".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/34571 Internet.  25 Jun, 2024

\bibitem{asee_peer_34571}
  Lulu Sun.
  "Enhancing Learning of Engineering Graphics Through Gamification".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/34571 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_34571
author = "Lulu Sun"
title = "Enhancing Learning of Engineering Graphics Through Gamification"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/34571}
number = {10.18260/1-2--34571}
}

TY  - CPAPER
AB  - Current college students grow up with video games, have shorter attention span, and prefer engaged and interactive learning. Gamification, also known as serious game, is the use of game thinking and game mechanisms in a non-game context to engage learners in solving problems. Gamification can include the application of animation, simulation, and game elements and represents a shift from learning by listening to learning by doing. It also represents a shift from recalling information to finding and using it. From passive learning to positive learning, by including an instructional context, gamification can enhance the learning process. 
In this study, game-like elements such as point-scoring, leaderboard, badges, quizzes with automatic feedback, individual, and team competition were integrated into a freshmen-level engineering graphics course in a flipped classroom setting. Students can not only earn gamification points through various activities including online interactive study and assessment, classroom teamwork, extra homework problems, test practice problems, and polleverywhere individual competition, but also earn badges, get prizes, and improve their final grades.  It is hoped that through gamification activities students can be motivated to learn engineering graphics in a student-centered learning environment. 
Results from the students’ perception survey indicated that students were motivated to earn points from various gamification activities. Gamification not only enhanced students’ collaboration but helped improve their final course grade. 

AU  - Lulu Sun
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Enhancing Learning of Engineering Graphics Through Gamification
UR  - https://strategy.asee.org/34571
DO  - 10.18260/1-2--34571
ER  -