The Olimpiadas de Ingeniería de Caminos, Canales y Puertos (Civil Engineering Olympics) is a school competition aimed at students in the first and second years of E.S.O. (compulsory secondary education); this is, between 12 and 14 years old. Its main objective is to raise awareness of the profession of civil engineer through a series of tests that encourage playful and practical learning of concepts related to this discipline.

Within the framework of the VI edition of these olympics, whose national phase was held at the School of Engineering of the University of Burgos, a special test called “Jenga a lo grande” (“Jenga in a big way”) was proposed. This is an activity that combines game, strategy and practical learning, using wooden blocks to teach basic principles of balance and structural stability.

The test is based on the classic Jenga dynamics, but with a series of modifications to increase dynamism, active participation and visual impact. First of all, the wooden blocks that make up each floor are large (27×9×6 cm). Teams start with 12-story towers made up of 36 blocks, with a total height of 72 cm. Secondly, each team has its own tower, and through individual turns students have to remove blocks and form new floors. Finally, there is a time limit of 10 minutes. The winning team is the one with the highest tower at the end of the time limit.

In this test, the concept of balancing vertical loads is applied; specifically, the self-weight of high-rise elements. Stability is a fundamental aspect in the design of any structure developed by civil engineers.

The special test “Jenga in a big way” was a resounding success, with high participation and enthusiasm among the students. The 13 participating teams demonstrated creativity and problem solving, and followed different strategies. In addition, the format allowed for inclusive and fun interaction, highlighting the potential of games in educational contexts.

“Jenga in a big way” demonstrates that playful learning can become an effective tool for teaching technical concepts in an accessible and memorable way. This activity not only generated interest in engineering, but also fostered cross-cutting skills such as collaboration and problem solving. Its success underscores the importance of including innovative approaches in STEM education to inspire future generations.

Keywords: Game-based learning, experiential learning, educational innovation, civil engineering.