Abstract :
In this work, we show how providing a constrained project framework for a second year digital design course improves the number of working student projects from 55% to 86%. Instead of an open-ended project as in previous years, we introduce an optional project framework, called "Redhawk Duels". Redhawk Duels is a game framework in which students design control algorithms and interfaces for a virtual ship. Once a competition begins, two opposing groups and their respective ships attempt to incapacitate the opposing ship by finding the opponent, shooting them, and budgeting their energy accordingly. Fifteen of the twenty-one groups in the 2010 class participated in Redhawk Duels for their final project, and 86% of these projects were working and demonstrated with sufficient complexity. The remaining six groups chose to implement open-ended projects and had a 66% success rate. This rate is similar to the 55% success rate of the 2009 class which were all open-ended projects. We surveyed the students involved to see how they felt the project helped them and how much they enjoyed the activity. The results show that the students strongly agree that participating in the framework motivated them and will help them in future engineering design projects.
Keywords :
computer aided instruction; computer games; design engineering; educational institutions; engineering education; virtual reality; Redhawk Duels project; Star Trek Engineering Room game; early project based learning; engineering design project; open-ended project; second year digital design course; virtual ship; Computers; Educational institutions; Games; Hardware; Marine vehicles; Robots; Digital Design; FPGA; Project Based Learning;