The integration of innovative teaching tools in higher education is critical for enhancing student engagement and learning outcomes. This study explores the potential of video games as a pedagogical tool in Environmental Engineering by investigating the effectiveness of video game-based learning for reinforcing knowledge through a study conducted with 90 first-year Mechanical Engineering students during their first semester of the 2023-2024 academic year at the University of La Rioja.

Environmental Engineering subject is a field that requires a solid understanding of both theoretical concepts and practical applications. Traditional teaching methods, while effective to an extent, often fail to fully engage students or provide them with a comprehensive understanding of real-world environmental problems. Video games, with their interactive and immersive nature, present an opportunity to bridge this gap. The video games were designed by the teacher to simulate various scenarios of the Environmental Engineering subject. The research, aimed to assess the impact of game-based learning versus traditional teaching methods on student motivation and knowledge acquisition. Two separate classes were used for the evaluation, with students in each class randomly assigned to either a traditional lecture-based approach (control group) or an educational video game-based approach (experimental group). The educational video games were created by the course professor, providing a direct comparison of the two teaching methods. Each case study involved two teachers: the primary teacher for the control group, who delivered traditional class, and a supporting teacher for the experimental group, who facilitated game-based learning sessions. The activities performed by both groups during an academic year were carried out simultaneously in different classrooms. This methodology covered two key areas: the processes used in wastewater treatment plants and the methods for treating and disposing of solid and hazardous waste. These topics align with the main parts of the Environmental Engineering subject. To empirically assess the impact of video game-based learning versus traditional teaching methods on student motivation and knowledge acquisition, each group completed two questionnaires—one before the class and one after. The two questionnaires consisted of 15 theoretical multiple-choice questions about the subject. The questionnaires provided quantitative data to assess changes in students' knowledge and skills. Additionally, an ad-hoc questionnaire was administered immediately after the final test to capture students' opinions on the learning methodologies employed, gathering insights into their experiences and perceptions of using the video games as an educational tool.The results indicated that the majority of students using the game-based learning methodology reported significant advances in their understanding of different environmental engineering concepts. Furthermore, these students found the experience more motivating and enjoyable than their counterparts, with a large majority preferring this approach over traditional teaching. In terms of learning effectiveness, students perceived both approaches to be equally beneficial. In summary, the integration of video games in the Environmental Engineering subject shows their potential as valuable educational tools, improving student participation and learning outcomes through interactive and immersive experiences.

Keywords: Game-Based Learning, Video games, Environmental Engineering, Higher Education, Educational Technology, Knowledge Acquisition, Interactive Learning.