Enhancing student motivation and learning in engineering mathematics through Challenge-Based and Game-Based Learning

Abstract

Challenge-Based Learning (CBL) and Game-Based Learning (GBL) have emerged as effective pedagogical strategies to enhance student engagement, motivation, and deep learning in engineering education. This study explores the impact of integrating CBL and GBL in an undergraduate integral calculus course within an engineering program, using a space exploration narrative to contextualize mathematical concepts. The intervention was structured around an eight-week mission where students applied definite and indefinite integrals, areas, volumes of revolution, optimization, and differential equations to solve real-world space navigation challenges. A total of 104 first-year engineering students, divided into an experimental group (CBL + GBL) and a control group (traditional learning), participated in the study. Quantitative results indicate a significant increase in motivation (+48%), interest in the course (+45%), and teamwork perception (+42%) in the experimental group compared to the control group. The most notable effect was a 70% increase in interest in space and orbital mechanics, demonstrating the effectiveness of thematic and problem-driven learning. Although students found the game-based approach more challenging, they also rated it as significantly more enjoyable. Qualitative feedback highlighted greater engagement, deeper conceptual understanding, and improved collaboration among peers. These findings suggest that embedding interactive, problem-driven learning experiences into engineering mathematics instruction enhances motivation, academic interest, and real-world application competencies. The study provides evidence supporting the integration of game-based challenges and thematic narratives in STEM education, reinforcing the role of active and immersive learning strategies in shaping future engineers.