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Game-Based Learning for Engineering Education

The issue addressed in this work is the impact of virtual lab to distance learning of the cognitive object of logic design course. Thirty four digital electronic circuits were designed using an online application for electronics. Students were asked to implement a game using most of them and watch relevant educational videos in order to achieve it. This paper reports our evaluation of how the motivation of students is affected by online lab. In the survey participated 15 undergraduate students of the University of Thessaly in Greece. When the semester came to an end, they filled out a questionnaire based on IMMS (Instructional Materials Motivation Survey) tool which includes 36 sentences on the components of the Keller's ARCS motivation model: students’ attention, relevance, confidence and satisfaction. The survey justifies that the design of virtual lab and corresponding educational material based on gamification and educational videos strengthens students’ motivation.