The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes

Definition

Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach.

1. Introduction

The training and education of engineers, especially chemical engineers, is constantly evolving. In recent years, there has been a transition from in-person to remote modes of teaching to cope with COVID-19-enforced restrictions. Also, the rapid transformation of chemical industries towards digitalization and automation have influenced teaching approaches in higher institutions [1]. Most of the changes are implemented in order to prepare students to actively participate in the transition to industry 4.0 (smart manufacturing) in today’s world.

While adapting to these changes, educators are faced with difficult issues such as a lack of student motivation, a lack of flexibility in course syllabi, low student grades, burn-out due to increasing practical course requirements, and a lack of participation from students during class activities. Teaching through active learning has been suggested by some researchers as a method to improve the participation of students during classroom activities [2]. Active learning is a teaching method that involves actively engaging students with the course material through strategies such as problem solving, demonstrations, discussions, case studies, and role playing.

Khan et al. [3] reported that active learning is a great teaching mechanism for supporting student engagement. Another study showed that structured, live problem-solving sessions after students watch a pre-recorded lecture helped improve their participation in the classroom [4]. The authors noted that active learning helped remote students to engage more with the course materials. Due to the implementation of active learning, students are likely to come to class and participate and there are fewer class withdrawals from at-risk students. Despite the implementation of different active learning strategies, a lack of student participation and motivation is still a critical issue in chemical engineering education. Rigorous practical requirements, programming knowledge, and extensive computational skills are some of the demands that chemical engineering students face over the years.

Gamification is an important tool in chemical engineering education because it enables students to actively engage in their own learning, apply their knowledge in practical contexts, increase engagement and motivation, and it enables teachers to more accurately assess student understanding. It can be a useful supplement to conventional teaching strategies and helps to prepare students for careers in the field. Gamification is the implementation of different techniques adopted from game elements (from board to computer games) to achieve specific teaching goals. It is the use of game-designed elements in non- gaming settings. Gamification is often implemented to engage and motivate people and increase their involvement in different forms of activities, especially in non-gaming contexts. There are three main parts of gamification, such as the game elements, designing techniques, and the context in which the games are designed [5]. The latter is often unrelated to the games, but relates to the reason or objectives of the game. The design techniques describe different methods adopted in the games to increase the involvement and motivation of players, while the game elements refer to different components used in gamification.

Studies have shown that gamification can be applied in several fields for motivating and improving the participation of individuals. Narasareddy et al. [6] presented a systematic review of different areas where gamification could be applied in computer science education. They identified several game-design elements and their influence in improving computer-science-student motivation and class participation. Another study presented an overview of gamification applications in Massive Open Online Courses (MOOCs). The authors stated that gamification could help resolve the challenges of low completion rates in MOOCs by enhancing students’ motivation and increasing completion rates [7]. Ahmed et al. [8] stated that gamification could also be used to improve learning and student engagement in medical education. The University of Washington also released a game known as “Foldit”. Through the game, the public was asked to play a protein-folding exercise to clarify the structures of different proteins. Within 10 days of playing time, the players were able to unlock the crystal structure of a monomeric retroviral protease that causes AIDS in rhesus monkeys, a major challenge puzzle that most scientists had struggled to solve in 15 years [9]. This shows the successful application of gamification in education and scientific research.

Gamification is becoming increasingly important as a tool to enhance the learning experience and improve student engagement in chemical engineering education. One of the main advantages of gamification in chemical engineering education is that it allows students to actively participate in their own learning process. Games provide a hands-on, interactive approach that allows students to experiment and make mistakes in a safe environment. This allows them to build a deeper understanding of the concepts they are learning and retain that knowledge more effectively.

The implementation of educational games in chemical engineering education allows students to apply their knowledge in real-world scenarios. Students have the chance to hone their problem-solving and decision-making skills in a realistic environment by playing games that imitate industrial processes or plant operations. Students are better able to comprehend the real-world applications of the principles they are studying thanks to this, which also gets them ready for careers in the sector.

Gamification also helps to improve student engagement and motivation. Games are inherently fun and engaging, and by using game elements in the classroom, educators can create a more dynamic and interactive learning environment. This can lead to increased participation and interest from students and can help to improve their attitude towards learning. Moreover, gamification can also be used to evaluate the understanding of students in a more effective way. Compared with traditional forms of assessment like multiple-choice questionnaires, games offer a more comprehensive assessment of student understanding by allowing them to demonstrate their knowledge and skills in a real-world setting [10]. Burkey et al. [11] developed a collaborative team-based game that helped improve student attitudes to learning during the senior capstone chemical engineering laboratory course. Despite the increasing interest in and implementation of gamification in chemical engineering education, most of the studies are scattered in the literature. Moreover, a detailed review of different games applied in chemical engineering education is scarcely reported in the literature. To fill the knowledge gaps, the present entry presents a critical review of games used to foster creativity and improve student participation in chemical engineering laboratory classes. An overview of the status and progress of gamification in chemical engineering education specifically for promoting student engagement during laboratory courses is also critically discussed.

2. Overview of Chemical Engineering Games

The games used in chemical engineering education can be grouped into laboratory course games, process simulators, games implemented during foundational courses, and reaction kinetics games, as shown in Figure 1. Laboratory course games are often introduced during chemical engineering laboratories. Pedagogical process simulator games are interactive educational tools designed to mimic real-world scenarios, aiming to provide learners with hands-on, immersive experiences to enhance understanding and mastery of specific processes or skills. These games could be in the form of augmented or virtual reality [12], board games, or mobile-based applications. An overview of pedagogical process simulators has been meticulously described elsewhere [13]. Reaction kinetics games represent a virtual laboratory where students can experiment with chemical reactions and learn about reaction kinetics and reactor design. While foundational games are introduced to mostly engage first-year students in introductory classes, such games have been developed under various laboratory contexts [14,15].

3. Survey of Existing Laboratory Course Games

Instructors implement laboratory course games to overcome challenges such as difficulties preparing calculations before and during practical, boring hands-on activities, unit conversions, and dimensional analysis problems, and how to simplify complex problems in laboratory settings. Most chemical engineering curricula often include unit operations, separation process, and reaction engineering laboratory courses to equip students with chemical process units. These types of experiments provide students with the opportunity to observe, analyze, and apply theoretical engineering knowledge and training to the operation of equipment and processes found in most chemical industries.

A survey of United States chemical engineering programs reported that most of the unit operation laboratories are designed with the following learning objectives: (1) demonstrate ethical responsibilities in the laboratory; (2) acquire knowledge of the design of experiments and instrumentation; (3) demonstrate creativity, effective communication, and critical thinking; and (4) practice data analysis and teamwork [16]. The structure and implementation of these laboratory courses have an impact on student motivation and engagement. Some instructors have developed different forms of games to help promote student retention, motivation, and participation in these laboratory courses. Table 1 summarizes different laboratory games reported in the literature as well as their objectives.

Some researchers explored the impact of integrating game elements like narrative, character creation, and varying game mechanics on student engagement in a game-based chemical engineering laboratory course [17]. Feedback after the semester demonstrated that students responded well to the new approach, claiming that the game elements made them more engaged and conveyed a sense of commitment from the instructors. The game elements did not interfere with their understanding of the course content. In another study, Bezard et al. [18] designed an escape room game to enhance student participation and effectiveness in stirring labs within chemical engineering. The game was intended to help students better-prepare calculations for practical work, make lab sessions less tedious, and enhance learner autonomy. The game proved to be a success, transforming students into more independent and efficient learners who found the game enjoyable. The game not only fortified existing soft skills such as teamwork and communication, but also cultivated new ones such as cooperation and collective decision-making.

Table 1. An overview of different games used to promote laboratory courses in chemical engineering.

Laboratory Course	Objectives	Game Element	References
Biochemical engineering laboratory	Design and implementation of a virtual lab game to fully replace or support hands-on experiments in biochemical engineering. The virtual lab can be used to assess the residence time distribution in a continuous stirred-tank reactor. Determine the relationship between the oxygen transfer rate, aeration rate, and agitation power.	Web platform comprising experimental set up and procedure calculation information and student quizzes. Fundamental theory simulation.	Domingues et al. [19]
Heat transfer interactive course	Design an escape lab-room game activity in which students have to answer some questions and solve problems related to heat transfer.	Set of questions on Moodle learning management system (LMS) Questionnaire Hidden box Furnace system Visible spectrum	Flor et al. [20]
Stirring laboratory	Design and implementation of an educational escape game as a replacement for the first hour of a 4 h lab session. The proposed game is intended to help overcome the challenges of teaching stirring labs in chemical engineering, such as difficulties preparing calculations and the evaluation of dimensionless numbers.	A sheet of paper with the game rules Place cards Puzzle Lab notebooks Office supplies	Bezard et al. [18]
Process control laboratory	Design and implementation of a game-based remote laboratory to address the difficulties of teaching proportional integral controllers in undergraduate chemical engineering course.	Water tank equipment Flow valve Pump Personal computer Java program	Zualkernan et al. [21]
Chemical engineering reactor design	Design and implementation of an interactive website and a business simulation game. The game explains how to model a lab-scale experiment and use the results to design and operate a large-scale chemical processing plant.	Personal computers Interactive website	Orbey et al. [22]
Fluid mechanics	Design and implementation of an assignment-based competition for teaching and promoting student engagement during a fluid mechanics class.	Fun with fluid frugal lab Design of a thought problem A PowerPoint presentation	Mandavgane [23]
Unit operations	Design of an original roll and write game to promote active learning and student understanding of basic unit operations.	Four dice Score sheet	Dietrich [24]
Organic reactions	Design and implementation of a mobile and in-class game to help students understand and review various organic reactions.	Mobile app Physical board Physical cards	Júnior et al. [25]

Table 1. An overview of different games used to promote laboratory courses in chemical engineering.

Laboratory Course	Objectives	Game Element	References
Biochemical engineering laboratory	Design and implementation of a virtual lab game to fully replace or support hands-on experiments in biochemical engineering. The virtual lab can be used to assess the residence time distribution in a continuous stirred-tank reactor. Determine the relationship between the oxygen transfer rate, aeration rate, and agitation power.	Web platform comprising experimental set up and procedure calculation information and student quizzes. Fundamental theory simulation.	Domingues et al. [19]
Heat transfer interactive course	Design an escape lab-room game activity in which students have to answer some questions and solve problems related to heat transfer.	Set of questions on Moodle learning management system (LMS) Questionnaire Hidden box Furnace system Visible spectrum	Flor et al. [20]
Stirring laboratory	Design and implementation of an educational escape game as a replacement for the first hour of a 4 h lab session. The proposed game is intended to help overcome the challenges of teaching stirring labs in chemical engineering, such as difficulties preparing calculations and the evaluation of dimensionless numbers.	A sheet of paper with the game rules Place cards Puzzle Lab notebooks Office supplies	Bezard et al. [18]
Process control laboratory	Design and implementation of a game-based remote laboratory to address the difficulties of teaching proportional integral controllers in undergraduate chemical engineering course.	Water tank equipment Flow valve Pump Personal computer Java program	Zualkernan et al. [21]
Chemical engineering reactor design	Design and implementation of an interactive website and a business simulation game. The game explains how to model a lab-scale experiment and use the results to design and operate a large-scale chemical processing plant.	Personal computers Interactive website	Orbey et al. [22]
Fluid mechanics	Design and implementation of an assignment-based competition for teaching and promoting student engagement during a fluid mechanics class.	Fun with fluid frugal lab Design of a thought problem A PowerPoint presentation	Mandavgane [23]
Unit operations	Design of an original roll and write game to promote active learning and student understanding of basic unit operations.	Four dice Score sheet	Dietrich [24]
Organic reactions	Design and implementation of a mobile and in-class game to help students understand and review various organic reactions.	Mobile app Physical board Physical cards	Júnior et al. [25]

Teaching separation and unit operations-based experiments such as adsorption or absorption does not need to be confined to traditional classroom settings or chalk-and-talk methods. In the digital age, gamification—the process of incorporating game elements into learning—has proven to be a highly effective tool to boost student engagement and foster learning [26]. Orbey et al. [22] developed an interactive online game for teaching chemical engineering laboratory unit operations. The aim of this approach was to demonstrate the process of modeling a lab-scale experiment and using the results to design and operate a chemical reactor, integrating both technical and economic aspects, including market uncertainty. The implementation of the game increased student participation and interest in laboratory activities.

Virtual Reality (VR) and Augmented Reality (AR) technologies are revolutionizing the field of education, offering new immersive ways to communicate information. Particularly in chemical engineering labs, VR/AR tools can deliver complex concepts and processes through interactive, hands-on experiences that traditional methods may struggle to provide [12]. These technologies enable the exploration of chemical reactions at the molecular level, improving understanding and retention while minimizing the safety risks typically associated with lab experiments [27]. Furthermore, VR/AR can foster students’ skills in problem-solving, decision-making, and teamwork, paving the way for a more effective and engaging chemical engineering education. Feng et al. [27] developed an AR program to foster laboratory learning experiences using a Microsoft HoloLens. A study conducted with 29 undergraduate students showed that those who utilized this program could remember the positions of more items in the laboratory compared with their counterparts taught via conventional lecture-based methods [27].

While the four key categories listed in Figure 1 represent areas of chemical engineering that can be gamified, there are some areas that are less suitable for gamification, largely due to their complexity or the need for practical experience, such as industrial internships, research projects, and advanced specialized courses. Industrial internships involve experience from the real-world, especially from the chemical engineering industry. These experiences cannot be acquired in classrooms, and they vary between different students: therefore, they are tough to gamify. Similarly, it is challenging to capture a research project in a game front due to the high level of critical thinking, problem solving, creativity, and analytical skills required. Specialized courses such as nanotechnology, quantum chemistry, and thermodynamics also present complexity in gamifying them due to their high mathematical demand and complex underlying theories.

4. Future Path of Gamification in Chemical Engineering Labs

While gamification has been introduced into chemical engineering laboratory courses to promote student engagement and facilitate learning new and complex terminologies, there are several opportunities for improvement. Recent research suggests that the implementation of gamification could help motivate students and improve in-class engagement during thermodynamics courses [28]. Another study showed that gamification has a prominent role to play in the STEM domain, especially in introductory computing domain courses [29,30].

Traditional forms of assessment, particularly in chemical engineering labs, are based on either summative or formative methods. Both methods have their own advantages and challenges. For instance, the formative assessments method in engineering laboratory courses provides ongoing feedback and allows for adjustments in teaching and learning methods, thereby enhancing student understanding and skill development, but may be time-consuming and challenging to implement consistently, while summative assessments offer a comprehensive evaluation of a student’s mastery of the course content, facilitating certification and progression, but may not adequately capture the breadth of a student’s skills or provide timely feedback for improvement. Introducing leaderboards and rewards into lab assignments in the form of games could complement the assessment methods. These would encourage students to improve their scores and provide an element of motivation.

Lab tasks can also be designed as ‘quests’ or ‘challenges’, where students are given tasks with a specific goal to achieve. This makes the learning process more intriguing and interactive. Before introducing a specific engineering laboratory class, a conceptual game should be designed to help students grasp the fundamentals of the topic. This could be in the form of a mobile quiz, puzzle, or escape room. While most laboratory classes are designed to be completed in a team, there are very few activities that help improve students’ teamwork and collaborative abilities. It is suggested that collaborative games should be incorporated into most laboratory courses. These games should encourage collaboration and should be designed to help build teamwork and communication skills.

In cases where real-world process equipment is not available or where it is challenging to explain underlying reaction concepts, VR/AR games can be redesigned to mimic real-world experiences. Virtual lab simulations can be turned into games, making learning more engaging for students. For instance, a simulation might involve completing a series of chemical reactions to achieve a desired product, with scoring based on efficiency, safety, or speed. This not only introduces a fun, competitive element, but also allows students to experiment without risk and understand the underlying principles better.

The use of VR/AR games and simulations as interactive and immersive learning tools in potentially hazardous environments [28,29], such as chemical engineering and industrial fields, is on the rise. It is therefore crucial for researchers and professionals to comprehend the user’s inclination towards this technology when it is utilized for educational and training purposes. A recent study investigates the views of chemical engineering students and professionals on the application of VR games for health and safety education and training, and it explores the practical implications of the results. The findings show that both students and professionals deem immersive VR (IVR) games beneficial for educational purposes. However, professionals showed greater acceptance of this technology compared with students, who expressed some apprehension about its use in a classroom environment. The research concludes by discussing how these findings could impact higher education methodologies.

Another study, [29], presents an online VR-based system called ViRILE (Virtual Reality Interactive Learning Environment), created by the author. The software, intended for undergraduate chemical engineers, simulates the setup and functioning of a polymerization plant. While implementing this and similar visual learning environments, several complex operational issues arose, necessitating the creation of unique solutions and management procedures. The process of implementing these systems is also discussed. The insights gained from these experiences are translated into general educational guidelines for developing VR-based online learning materials.

Diaz et al. [30] developed two immersive, VR-based resources: (a) a 360-degree laboratory video tour used to showcase the chemical engineering degree to high school students during Open Door Days; and (b) an experiential learning tool integrated with Moodle, available to undergraduate students before hands-on sessions for the course ‘Separation Operations’. Feedback was positive in both instances. High school students showed increased interest in chemical engineering after the video tour, and undergraduates found the Moodle tool beneficial for real-life practical exercises. From the teachers’ perspective, despite the requirement of equipment purchase and a considerable investment of time and effort, these resources were highly valued as means to enhance and support teaching. This initiative also paved the way for the creation of more sophisticated VR-based educational materials.

While chemical engineering games, particularly those based on Virtual Reality (VR), have significant potential to enhance learning experiences, they are not without limitations. The primary issue is their cost of development and implementation, which can be prohibitive for many educational institutions. Additionally, creating these games requires a significant time investment and specialized technical skills. The educational value of these games also heavily relies on their quality and accuracy, which might be compromised due to limitations in knowledge or lack of expert involvement during the development process. Another potential shortfall is the lack of widespread acceptance or reluctance by some students or educators to adopt this new technology due to unfamiliarity or potential technological challenges. Moreover, ensuring equitable access to VR technology can be problematic, as not all students may possess the necessary hardware to use these games effectively, thereby potentially creating a digital divide. Finally, the potential for physical side effects like motion sickness, associated with VR use, should not be overlooked.

5. Concluding Thoughts

Gamification in chemical engineering labs necessitates careful execution to guarantee that the games are educationally robust and contribute positively to the learning process rather than detracting from it. It is crucial to prioritize safety and the fundamental comprehension of chemical processes and reactions. While gamification demonstrates promising potential, its integration into the educational landscape remains an ongoing process. Its application, particularly in specialized fields such as chemical engineering labs, is anticipated to progress alongside this overall trend. Moreover, it should be noted that in creating games that foster enhanced teaching and learning, certain pertinent questions need addressing: Who are the target users? What learning objectives are they meant to accomplish? What are the desired learning outcomes?

Addressing the difficulties presented in Section 4 requires a joint effort from university consortia, publishers, education leaders, and all stakeholders, including the government. More funding should be provided for educators interested in gamification research, while active learning strategies with games should be introduced and implemented in chemical engineering labs. MOOCs could also play a key role in addressing some of these challenges. Courses that teach the basis of technology integration in classrooms and how to develop simple games to promote creativity in classrooms should be made available through MOOCs.