Enhancing Learning Processes in Higher Education: A Gamification Approach

ABSTRACT

Student motivation and engagement remain persistent challenges in higher education engineering programmes. Gamification has emerged as a contemporary approach to enhance the learning process and promote active student involvement. Prior studies have employed LEGO SERIOUS PLAY as a pedagogical mechanism to evaluate the Conceptual Quality Model for Measuring Learners' Behaviour (CQMMLB). However, limitations such as short‐term study designs, reliance on subjective assessment, and a primary focus on hard skills have constrained the model's adaptability across educational contexts. This study aims to address these limitations by extending the applicability of the CQMMLB framework. Using recently developed implementation guidelines, this study demonstrates how the CQMMLB can be applied across diverse engineering competencies to improve scalability, generalisability and ease of application, thereby extending the model's validity and sustaining its broader integration within engineering education. Also, the study evaluates whether the proposed approach supports the development of critical soft skills—problem‐solving, collaboration and critical thinking—that are essential for professional engineering practice. By validating the CQMMLB under enhanced implementation guidelines, this research provides a structured framework for supporting student behaviour, motivation and soft‐skill development. The findings highlight the potential of the model to support the design of more dynamic and effective learning environments in engineering education and related disciplines.