2025 ASEE Annual Conference & Exposition

The purpose of this work in progress paper is to explore the structure of a gamified engineering Statics course. Gamification of learning is defined as using game elements in non-game contexts. Typical game elements within gamification of learning include game goals, game dynamics, game mechanics, and game elements or aesthetics. Gamification shows promise for increasing both intrinsic and extrinsic motivation in coursework and can be connected to motivation theories (e.g., self-determination theory. As Statics is the first engineering course students encounter, gamification elements such as reflections and problem-solving can benefit student motivation and retention.

We are exploring a ‘Dungeons & Dragons’ inspired course structure for Engineering Statics where students can create their characters and measure their skill development. Other elements within the course include dungeon encounters (e.g., exams) and learning journal entries.

We chose ‘Dungeons & Dragons’ because the game requires players to learn and reflect from success and failure. Our gamified course design includes a space theme and follows a storyline similar to the video game Heavenly Bodies. The story is set within space and students must solve Statics problems based on the video game theme. Heavenly Bodies was chosen because of the institution’s emphasis in Aerospace, thus targeting the student audience.

This course is expected to take place in the spring semester of 2026. As part of this work in progress, we are looking for feedback based on the initial course design. A major focus in the current Statics course design is developing an organized way to solve problems and to initiate self-regulated learning. The Dungeons & Dragons style of gamified course will help students feel motivated to complete these course goals.