The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

This paper described the gap of the current pedagogy approaches that could not meet the increasing requirement for the 21^st century engineers. This was because of inadequate chances for future engineer to develop their professional skills. The purpose of this study was to examine the effect of using scenario-epistemic game among chemical engineering students. This instructional approach stimulated the chemical engineering students towards acquisition of professional skills and knowledge. This study indicated as a new contribution to game-based learning where a framework that centering on professional skills and knowledge development is suggested. The outcome of dealing the scenario-epistemic game was beyond the sense of enjoyment and engagement. Therefore, effective 21^st century chemical engineers can be produced.