This work describes the design, implementation and evaluation of a multi-subject learning experience based on the principles of Constructionism, in which the construction of a videogame is the learning artifact that engages students in four different technical and management subjects included in the ICT engineering degree curricula of the School of Engineering at La Salle – Universitat Ramon Lull. Working in groups in a simulated corporate scenario, students learnt the basics of emergent technologies such as 3D audio, computer vision or speech recognition, while developing soft skills like negotiation or work planning. As regards the evaluation of the academic results, the proposed methodology made attendance rate rise from around 50% to over 90%, and average pass rate from 72% to 93%. Moreover, to capture their short and long-term view of the learning experience, students answered two opinion surveys along time: the first on completion of the project, and a second one 3 to 5 years after completing their graduate studies, with all of them integrated in the labor market. The analysis of these surveys reveals that over 85% of students showed a high degree of satisfaction, and an overwhelming preference for the new methodology over classic learning methodologies.

Introduction

The scope of the scientific and technical skills that must be acquired in engineering degrees’ curricula is one of the greatest challenges students face during their studies. In fact, students must not only understand the theoretical foundations of several disciplines, but they must also develop problem solving skills to put this theoretical knowledge into practice. This challenges their ability to design and implement feasible solutions, as well as their capacity to detect and correct mistakes, evaluate and criticize their own work. For this reason, many subjects in engineering degrees have traditionally consisted of theoretical and practical work. However, these two facets have often been treated as separate entities within a single subject. This inevitably leads to a disconnected view of theory and practice, which makes it difficult for students to consolidate their knowledge to tackle and solve challenging multidisciplinary problems (Felder, Woods, Stice, & Rugarcia, 2000). During its 50+ years of existence, the learning methodologies employed at the School of Engineering in La Salle – Universitat Ramon Lull (SALLE-URL) have prioritized the practical side of student learning, ensuring that our graduates are qualified for their seamless integration in the labor market. However, our context is not immune to the effects of the widespread and ubiquitous presence of new technologies in nearly every aspect of society. Not only are students used to learning via technology-enriched methodologies in pre-university studies (which makes it difficult for teachers to ensure their engagement during the learning process if it is based on oral lectures), but also that the rapid changes in technology are reshaping theskills corporations expect from the engineers of the future.