Abstract:

Gamification is an increasingly popular approach of learning that has indeed proven especially useful in education. Modern theories on NeuroLearning state that when emotions are linked to the learning process, it is far more difficult to forget what has been learned, making game-based learning particularly useful because of their emotionally engaging nature.

In this regard, a challenge is proposed to the students: to discover the most famous assassin of Materials Land (a world in which every citizen can be recognized by a material that characterises him). They were given a clue (a piece of material) found at the crime scene; what is more, it is the only reliable proof to imprison the murderer. Students should gather as much information as possible from it to identify the material and, with it, the villain.

The detectives of Scotland Yard (students) in charge of this case were told that a tensile test is the key for capturing the thief, but they will need the help of the most famous private detective of Materials Land, Sherlock Holmes (Mike Ashby) and his incredible Mental Palace (database of CESEdupack) to match the “criminal profile”. By doing this, most of the students were able to identify the villain (i.e. the hidden material); depending on how far they went into the materials profile definition.

The outcomes of this gamification strategy were mostly found to be positive, with an increased motivation, enjoyment and engagement of students with the subject. Not only students have applied what they learned in the police academy (Materials Selection classes), but they have also interacted with testing procedures while taking on role of a detective. Furthermore, Materials were given an extra emotional dimension, a personality that they had to discover and whose profile should be defined.

Keywords:

Laboratory training, ludification, laboratory practices, gaming, emerging lecture-lab connections.