A Level‐Based Gamified Blended Learning Approach for Chemical Engineering Education: Design, Implementation, and Evaluation

ABSTRACT

Course‐level gamification has shown promise in engineering education, but comprehensive implementations in chemical engineering that combine blended learning with level‐based progression remain limited. This study presents the Mixed Pass‐Through Game (M‐PTG), a course‐level gamified blended learning framework for chemical engineering unit operations. The MPTG builds on the original Pass‐Through Game (PTG) and addresses three of its limitations, namely inadequate preparation, poor appointment compliance, and unsustainable instructor workload. It does so through a mandatory online pre‐pass‐through mechanism, a three‐stage cognitive scaffolding system, and a digital platform that automates grading and progress tracking. The framework was implemented over three consecutive semesters at a regional university in China in a quasi‐experimental design comparing three cohorts. Results showed consistent improvements: median pass‐through scores rose from 86.35 to 92.00, one‐time pass rates increased from 68.18% to 80.60%, and final examination performance improved substantially. The proportion of students scoring below 50 on the final examination dropped from 22.53% to 0%, while the percentage scoring 80 or above more than doubled from 16.90% to 46.37%. Instructor contact hours were reduced by 33% (from 144 to 96), and missed appointments decreased by 82%. Student surveys indicated high satisfaction, with over 91% reporting strengthened knowledge mastery. These findings suggest that course‐level gamification can be embedded within existing curricula, offering a potentially scalable model for engineering education.