Pedagogical equivalence and motivational superiority of game-based learning in engineering graphics: a multi-campus RCT

This multi-campus randomised controlled trial (N = 227) tested whether teacher-authored educational videogames could match traditional lectures pedagogically while improving motivation in Engineering Graphics. Two one-sided tests (TOST) and Bayesian analysis showed a mixed pattern on immediate knowledge assessments: dimensioning and surface tolerances fell within a ±0.4 SD equivalence margin, whereas dimensional tolerances did not, with the experimental group scoring lower. The game-based approach yielded superior final course grades (d = 0.71), with 81.7% of game-based students earning good or outstanding marks against 60.2% of controls, and better motivational outcomes. Because the trial spanned two campuses and three instructors, instructor effects were tested directly. Clustering was negligible except for dimensional tolerances (ICC = 0.116), likely reflecting an instructor or section effect. The findings are consistent with a motivational rather than cognitive pathway, though this was not formally tested. Teacher-authored videogames appear a scalable alternative for some content.