Motivation in higher education is crucial for academic success. To achieve this, it is essential to design activities that balance student interest with scientific rigor. Higher Education students, having greater autonomy and maturity, respond positively to teaching methods that not only present stimulating challenges but also connect content with practical and real-world applications. In this context, gamification becomes a valuable tool. By transforming learning into an interactive experience, it encourages student participation, motivating them to actively engage in problem-solving and the practical application of theoretical knowledge.

This project presents a gamified experience designed to learn the different encoding techniques used in real communication systems. It is conducted within subjects related to communications for undergraduate and master’s students in physics and engineering degrees. In this activity, students are divided into two groups (A and B). Through several phases, students will assemble a real optical fiber communication system and implement various encoding techniques. This will be developed from a gamified perspective, aiming to enhance engagement, motivation, and active learning.

In the first phase of the activity, students select the circuit elements needed to implement a plastic optical fiber communication system and they will also assemble and verify its functionality. Gamification is introduced in the second phase, where a kickoff meeting is held to propose a challenge related to an encoding system. Students from both groups must jointly decide which encoding scheme is optimal for solving the proposed challenge, thereby promoting critical thinking and peer debate. Additionally, the problems posed have slightly open solutions, fostering creativity. In the third phase, each group separately implements the agreed-upon encoding scheme in the transmitter and receiver.

In the fourth phase, each group assumes a specific role: Group A will act as the “transmitter” and Group B as the “receiver”. Group A's task is to send a series of coded messages that Group B must decode and record on a sheet, aiming to determine the transmitted message. Then, roles are reversed (Group B acts as the “transmitter” while Group A is the “receiver”). The decoded messages from each group are compared with the messages that were originally intended to be transmitted, establishing a scoring system that rewards correctly decoded messages and penalizes incorrect ones. Finally, phases 2 through 4 are repeated with new challenges, and after a certain number of rounds, the group with the highest score is determined. Additionally, an extra session is planned to discuss the different proposed solutions and the details of the implementation of the communication systems by each group.

Integrating the learning of encoding techniques through this gamified activity not only enriches the learning process but also develops crucial skills such as problem-solving, collaboration, and informed decision-making. Thus, it demonstrates that a stimulating learning environment can be achieved without sacrificing the scientific rigor required by these scientific university degrees.

Keywords: Active learning, communications, encoding techniques, gamification.