When began teaching engineering at Alexandria’s as a teaching assistant, he was struck by how few students were speaking up in class. He thought there had to be a better way to encourage participation than the conventional lecture.
Later, as a doctoral student and teaching assistant at the ֱ, he took on sections of some of the biggest engineering courses, such as ENGG 130 (Engineering Mechanics), with as many as 1,400 students attending lectures in halls of 300. Class participation rates were then at a historic low of around 3.5 per cent.
That’s when it hit him: what if he treated the class like a game?
Like millions of others, he’d grown up playing . The online game allows players to form a dream team of real footballers in the English Premier League, collecting points based on how they perform.
What if Saad used the same reward system, but applied it to engineering concepts instead of success on the pitch?
Calling his active learning model “Fantasy Mechanics League,” he came up with a formula that includes quizzes and contests to solve problems and catch errors he intentionally sprinkles throughout his own lectures “to tackle the common challenge of disengagement in large lecture settings.”
The results were dramatic. Class participation increased to more than 25 per cent, rising steadily over the semester. With the addition of an online option for those less inclined to speak — where students can claim points for correct answers — that figure rose to 56 per cent.
“Even for me, it was not an easy time speaking in front of so many students when I first taught,” says Saad. “At the start of every semester, I had this fear in my stomach. But after the first time, it becomes easier.
“Engineering is not always fun in first year, so we’re trying to provide that spark to make it meaningful and keep them engaged.”
Saad has now in the Journal of the American Society for Engineering Education outlining the results from two years applying Fantasy Mechanics League in his Engineering Mechanics course. He argues that his approach “demonstrates the potential for gamified learning to enrich student experiences in large engineering classrooms.”
In the learning league, students are given opportunities to “act as the professor” and lead problem-solving sessions aimed at reducing their fear of public speaking, all the while accumulating points throughout the semester.
To connect theory to practice, Saad relies on real-world applications, such as calculating resultant forces and projections using the High Level Bridge in Edmonton. He also uses video games such as Fortnite and Prince of Persia to simplify difficult topics, linking challenging concepts to familiar pop-culture examples.
To keep it fun rather than stressful, points are not connected to grades, says Saad. The top student in each of the five sections of the course receives a structural model kit worth about $300.
Feedback from students on quizzes also guides Saad’s own classroom presentation.
“Sometimes their wrong answers tell me where I need to explain something a little bit more, helping me also improve my delivery.”
He adds that his model could enhance learning in any discipline where courses are presented in large lecture halls. Previous research has shown better conceptual understanding and performance when students meaningfully engage in tasks, discussions and problem-solving in science, technology, engineering and mathematics (STEM) fields.
Saad’s work is supported by a program called SPARK-ENG, designed to enhance teaching in undergraduate engineering through evidence-based practices and showcase exceptional local teaching.