New technologies and gamification drive a large range of possibilities applications and utilities in high education environment. In particular, gamification can achieve different proposal in education, but mainly motivation and enjoyable in learning in the students. Two similar but different concepts can be stablished about this topic, Gamification and Game-based learning. The first one introduces specific elements from games, such as points, rules, badges, leaderboards… into learning activities, where the competition between peers is a significant component to increase the interest and motivation when the badges or scores are update instantaneously. In the second one, game properties are an intrinsic element in the learning activity, and they cannot be separated, for instance a role play. In both cases, engagement and motivation in learning are encouraged.

Although the learning outcomes are not guaranteed in any case, both approaches are proper for introduction activities which are aiming to catch the attention of the student from the beginning of the course, for auto-assessing the initial level in a particular matter or as first-contact with a new subject or area, mainly when this is complex or tedious. In this communication, two proposals based on gamification and game-based learning, respectively, are explored in engineering higher education.

In one case, gamification is employed with the aim of auto-assessment of the initial level by students as first step in a new subject. The activity developed is enriched with other enjoyable items such new technologies, quizzes, face-to-face competition, leaderboards and immediately feedback.

In the second case, a game-based learning approach is used to simply the comprehension of abstract concepts, such as the management of complex water supply network where students assume the role of manager. The physical response of the problem is displayed by a role-play, and then, the numerical verification by analytical and software procedures are carried out to check the responses observed in the game. In this case, all the components of a real problem are reproduced in the game.

Keywords: Gamification, Game-Based Learning, Engineering Education.