At the University of La Laguna, the "Acércate a la Química" initiative has been a prominent scientific outreach program for secondary school and high school students for over two decades. This program aims to foster interest in Chemistry and Chemical Engineering through hands-on experiments and demonstrations. However, recent years have seen a decline in enthusiasm towards the field of Industrial Chemical Engineering due to less participatory methodologies. Consequently, there is a proposal to shift towards more active and participative approaches, such as gamification, to revitalize student interest and understanding in Industrial Chemical Engineering.

This work aims to implement gamification-based teaching methodologies to boost student motivation and interest in Industrial Chemical Engineering. The objectives include differentiating between a chemistry professional and a chemical engineer, understanding the chemical industry's vital role in society, and emphasizing its contribution to sustainable development. Additionally, the study seeks to ease the transition from secondary school to university by providing clear insights into careers in Industrial Chemical Engineering and their practical applications.

The work had been developed in two main phases: an initial phase of planning and design of educational materials, including an explanatory video and a gamification activity, followed by an implementation phase during the "Acércate a la Química" outreach sessions. An initial questionnaire was conducted to assess students' prior knowledge and motivation (Questionnaire A). Subsequently, the educational video was presented to introduce key concepts of Industrial Chemical Engineering, followed by a discussion session. Then, students engaged in the gamification activity, where they solved problems related to industrial processes and operations. Finally, an assessment of learning outcomes and student satisfaction was conducted through post-activity questionnaires (Questionnaire B). In these initiative, 27 institutes and around 550 students have participated.

The main results from Questionnaire A were as follows:
- The majority of students had a basic understanding of industrial-scale chemistry but lacked knowledge of specific processes involved.
- Many students expressed interest in learning more about how chemicals they use in daily life are produced on a large scale.
- Approximately half of the students did not fully grasp the importance of industrial chemistry for society and the economy.

The main findings from Questionnaire B were:
- A large majority of students demonstrated a much deeper understanding of industrial processes and the significance of industrial-scale chemistry.
- Students were able to identify several specific examples of industrially produced chemicals and their applications in everyday life.
- Nearly all students expressed increased interest and appreciation for industrial chemistry and its role in society.

This study underscores the effectiveness of implementing gamification as an active teaching-learning methodology to enhance student engagement and understanding in Industrial Chemical Engineering. By utilizing interactive educational tools such as explanatory videos and gamified activities, participants not only developed a deeper comprehension of industrial processes but also gained insights into the critical role of chemical engineering in societal and economic contexts.

Keywords: Gamification, Industrial Chemical Engineering, Secondary School, High School.