In recent years, the subject of Electronics in the second year of engineering degrees -Electrical, Mechanical, and Industrial Technologies- of Jaume I University has become increasingly challenging for students, with pass rates remaining low. As instructors, we realize of the complexity of the subject, which is built upon knowledge of other courses that must be consolidated to integrate the new concepts. These gaps force many students to catch up at an accelerated pace, something that requires significant effort and dedication. Moreover, the syllabus defined in the official course guide, added to the consolidation of previous concepts, leads to an accelerated learning rhythm, resulting in superficial understanding and fragile conceptual foundations.

Rather than lowering the course level or overloading students with standard problem sets that promote rote learning, our objective is to help students develop meaningful competences: self-efficacy, reflective thinking, and the capacity to transfer and apply knowledge in varied and complex contexts. Traditional teaching methods, based primarily on theoretical lectures and guided problem solving, have proven insufficient to meet these goals.

In response, we have implemented a new approach this academic year. This approach combines the use of electronic circuit simulators—integrated into both lectures and assessment tasks—with gamified activities designed especially for topics that are conceptually dense but less reliant on numerical problem solving. The simulators help students visualize circuit behavior dynamically, allowing them to experiment safely, make predictions, and verify theoretical principles in real time. Gamified tasks, on the other hand, foster engagement and participation, lowering the cognitive barrier and improving conceptual retention through playful challenges and competitive dynamics.

To evaluate the impact of these strategies, a student survey was conducted, collecting both quantitative and qualitative data on their perceptions of the different methodologies used throughout the course. In parallel, a second questionnaire was addressed to other faculty members in the field of Electronics, including former teachers of the course, to gather expert feedback on the pedagogical value and feasibility of these innovations. Although final exam results were not yet available at the time of this study, the insights gathered from both groups are expected to provide valuable guidance for restructuring the course in upcoming years, helping to define a more effective and student-centered teaching model.

Keywords: Learning perception, teaching methodologies, gamification, circuit simulations, engineering.