2026 ASEE Annual Conference & Exposition

This work in progress (WIP) explores the design and implementation of flexible assessment in an introductory digital design course offered by the Electrical and Computer Engineering (ECE) department through the incorporation of an optional gamified element. The flexible assessment initiative is part of a larger college of engineering effort in collaboration with the center for teaching and learning to redesign traditionally structured courses to increase student motivation and engagement.

The digital design class is taken by Industrial and Systems Engineering (ISE) majors in the 3rd or 4th year of their undergraduate education. It introduces the students to the basics of digital logic and digital machines. The students possess varying levels of engagement with the subject, ranging from those who view the course as solely a curricular requirement to those with academic or professional interest in the usefulness of the course. The students in the latter category may continue to take courses from the ECE department as part of the ISE curriculum, while for the former group of students, the class is likely their first and last exposure to electrical engineering.

The course is restructured with an element of gamification, a practice that incorporates elements of game design for educational practices. Optional tasks and assignments are offered to the students throughout the semester, where they are rewarded for completion or success in these extra activities. There is evidence that gamification in science, technology, engineering, and math (STEM) classes improves student motivation and engagement. Gamification allows students low-stakes opportunities to make mistakes in the process of learning, without fear of ramifications. The optional element of the gamification structure enhances the engagement and learning opportunities for the students who are interested in the subject, while leaving the more traditional route available for other students. However, the goal of gamification is to increase the level of interest and engagement for all students, including those not originally interested.

The work in progress report will consist of a detailed description of the gamified elements, statistic study of participation in gamification and grade success in class, and pre/post survey results for student satisfaction and level of interest in the material. The efforts of this work can be replicated in other ECE programs with similar digital logic coursework.