# Innovative Pedagogies for Industry 4.0: Teaching RFID with Serious Games in a Project-Based Learning Environment

Pascal Vrignat, Manuel Avila, Florent Duculty, Christophe Bardet, Stéphane Begot, Pascale Marangé

<figure><img src="image_1.png" /></figure>

## To cite this version:

Pascal Vrignat, Manuel Avila, Florent Duculty, Christophe Bardet, Stéphane Begot, et al., Innovative Pedagogies for Industry 4.0: Teaching RFID with Serious Games in a Project-Based Learning Environment. Education Sciences, 2025, 10.3390/educsci15080953. [hal-05185086]

HAL Id: hal-05185086

https://hal.science/hal-05185086v1

Submitted on 24 Jul 2025

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

<figure><img src="image_2.png" /></figure>
Article

# Innovative Pedagogies for Industry 4.0: Teaching RFID with Serious Games in a Project-Based Learning Environment

Pascal Vrignat<fnref n="1" />,* ID, Manuel Avila<fnref n="1" />, Florent Duculty<fnref n="1" />, Christophe Bardet<fnref n="1" />, Stéphane Begot<fnref n="1" /> and Pascale Marangé<fnref n="2" /> ID

## Abstract

This work was conducted within the framework of French university reforms undertaken since 2022. Regardless of learning level and target audience, project-based learning has proved its effectiveness as a teaching strategy for many years. The novelty of the present contribution lies in the gamification of this learning method. A popular game, Trivial Pursuit, was adapted to enable students to acquire knowledge in a playful manner while preparing for upcoming technical challenges. Various technical subjects were chosen to create new cards for the game. A total of 180 questions and their answers were created. The colored tokens were then used to trace manufactured products. This teaching experiment was conducted as part of a project-based learning program with third-year Bachelor students (Electrical Engineering and Industrial Computing Department). The game components associated with the challenge proposed to the students comprised six key elements: objectives, challenges, mechanics, components, rules, and environment. Within the framework of the Industry 4.0 concept, this pedagogical activity focused on the knowledge, understanding, development, and application of an RFID (Radio Frequency Identification) system demonstrating the capabilities of this technology. This contribution outlines the various stages of the work assigned to the students. An industrial partner was also involved in this work.

**Keywords:** serious game; project-based learning; Bachelor students; Radio Frequency Identification; Industrial Cooperation; Industry 4.0

## 1. Introduction

Motivation is the psychological process that drives an individual to act in order to achieve a goal or satisfy a need. This multi-faceted process is the subject of much debate among researchers, teachers and sports coaches (Alsawaier, 2018). At a time when technologies continue to evolve and permeate every aspect of our lives and environment, students' motivation to take up these technologies to acquire new skills deserves to be examined (Järvenoja et al., 2020). New tools and platforms that improve student involvement and motivation and hence learning outcomes are being proposed, drawing on the affordances of digital learning environments, such as online courses and interactive software. In this context, gamification, i.e., the integration of game mechanisms into learning activities, has

<footnote n="1">¹ PRISME Laboratory, Orléans University, 45000 Orléans, France; manuel.avila-gomez@univ-orleans.fr (M.A.); florent.duculty@univ-orleans.fr (F.D.); jean-christophe.bardet@univ-orleans.fr (C.B.); stephane.begot@univ-orleans.fr (S.B.)</footnote>

<footnote n="2">² Nancy Centre for Automatic Control Research, Lorraine University, UMR-CNRS 7039, 54500 Vandoeuvre-lès-Nancy, France; pascale.marange@univ-lorraine.fr</footnote>

<footnote>* Correspondence: pascal.vrignat@univ-orleans.fr</footnote>
shown great promise for increasing motivation. Well-organized gamified learning platforms can offer dynamic and rewarding educational activities, thereby increasing students' intrinsic motivation (Khine, 2024). In the current educational landscape, it is becoming increasingly important to adopt pedagogical frameworks that prepare students for rapid innovation cycles and evolving technological demands. The integration of gamification into higher education emerges not merely as a trend but as a strategic response to these shifting demands. For example, gamification aligns with constructivist theories that view learners as active participants who construct their own knowledge through interaction and reflection. It also resonates with the principles of experiential learning, which emphasize learning through doing. By gamifying learning experiences, educators can foster a more immersive environment that promotes trial-and-error thinking, sustained engagement, and intrinsic satisfaction derived from problem-solving.

In France, the 'Instituts Universitaires de Technologie' (IUT) have played an official role in higher education since 1966. Until 2000, IUTs offered short, professional programs lasting two years, culminating in the University Diploma of Technology (UDT). In 1999, vocational degrees (Licence Professionnelle) were introduced, also hosted within IUTs. In 2021, a major reform gradually replaced the UDT with the Bachelor of Technology (BUT) (Gautier, 2022). This three-year program (equivalent to a bachelor's degree) aims to strengthen students' employability and facilitate further studies. A new national training curriculum was developed as part of this reform. All course modules were redesigned to focus on project-based learning (Wilder, 2015; Rosário & Dias, 2024; Fitrah et al., 2025; Tu et al., 2025). Alongside these modules, the evaluation methods were also updated to emphasize competency-based assessments. The Electrical Engineering and Industrial Computing (EEIC) departments have also been affected by this latest reform. The 3-year training program is structured into various teaching modules, including English, mathematics, physics, communication, electronics, industrial computing, projects, and more. This evolution is in line with the quiet revolution that is sweeping across US colleges and universities. Teaching strategies have significantly evolved over the decades, driven by social, technological, and pedagogical changes. These transformations can be categorized into six main areas (Kim & Maloney, 2020):

1. **Massification and Diversification of Higher Education:** The increased access to higher education has resulted in a diversification of student profiles. This shift requires the adaptation of teaching methods to address a wide range of needs and varying levels of preparation (Shields & Masardo, 2018).

2. **Digital Integration:** The advent of digital technologies has revolutionized pedagogical approaches through the introduction of e-learning platforms, open educational resources, and Massive Open Online Courses (MOOCs). This digital transformation has enhanced flexibility in both teaching and learning (Saadatdoost et al., 2015).

3. **Student-Centered Approaches:** Pedagogical methods have shifted towards learner-centered strategies, prioritizing active learning, problem-solving, and collaborative projects. These approaches aim to foster transferable skills, including critical thinking and self-reflection (Gennen, 2024).

4. **Distance Learning and Hybrid Teaching:** Distance learning and hybrid modalities, which combine face-to-face and online teaching, have expanded, providing greater flexibility for students and accommodating geographical and time constraints (Bartolic et al., 2022).
5. **Pedagogical Innovations:** Initiatives such as flipped classrooms, problem-based learning, and the use of virtual laboratories have been implemented to enhance the learning experience and better equip students to meet the demands of the professional world (Bartolic et al., 2022).

6. **Addressing Societal Transitions:** Universities are adapting their strategies to tackle contemporary challenges, such as the ecological transition and the integration of artificial intelligence. This involves training educators and revising curricula to incorporate these critical themes (Rousell & Sinclair, 2024).

These six categories have a direct link with the 7 domains detailed in Figure 1. Areas 2 to 7 have disrupted traditional teaching practices (Lectures, Tutorials, and Practical Sessions). Pedagogical strategies now rely on a variety of tools that allow teaching methods to be adapted to specific objectives, learners, and contexts (Figure 1).

<figure><img src="image_3.png" /><figcaption>**Figure 1.** Teaching strategies and devices.</figcaption></figure>

Moreover, integrating serious games into STEM disciplines allows instructors to simulate industrial or scientific scenarios that are otherwise difficult to recreate in a classroom. Through simulated environments, students gain early exposure to tools, workflows, and decision-making situations encountered in real-world industries, especially within Industry 4.0 contexts. These approaches not only promote knowledge retention but also contribute to the development of crucial soft skills, including adaptability, digital literacy, and collaborative thinking. Therefore, serious games can be viewed as an effective pedagogical complement to project-based learning, especially when aiming to teach complex technologies like RFID within an interdisciplinary framework. In recent years, numerous studies have been published highlighting the effectiveness, advantages, and limitations of these seven strategies (Efland, 1990; Marshall, 2017; Hernandez-de-Menendez et al., 2020; Sukacké et al., 2022; Buehl, 2023). The following section describes the different complementary strategies that have been adopted (2, 3, 4 and 5) as part of a training module in the EEIC department at Orleans University Institute of Technology, entitled "Applications in the Context of Industry 4.0" (Figure 2). Similar strategies exist for teaching science. We report here on an electronic system combining hardware and software to generate sound frequencies linked to physical phenomena, such as temperature. Designed for Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, it uses an Arduino board to measure values via sensors, compute sound frequencies, and output signals to a speaker (Matins, 2024).
<figure><img src="image_4.png" /><figcaption>**Figure 2.** Teaching strategies and devices, application in the case study.</figcaption></figure>

## 2. Materials and Methods

### 2.1. *Training Module Description for the EEIC Department*

A key educational feature of the new Bachelor of Technology (BUT) course, implemented since the 2022 reform is the SAé (Learning and Assessment Situation, or LAS) (Ministère de l'Enseignement Supérieur de la Recherche et de l'Innovation, 2022). An SAé is a concrete situation, often in the form of a project, assignment, or real-life case, which allows students to:

* Apply the skills they learn in their various courses (lectures, tutorials, practical work).

* Work in project mode (alone or in groups).

* Be assessed comprehensively on their skills.

The objectives of an SAé are to:

* Make learning meaningful: subjects are not tackled in isolation, but rather through an integrated approach.

* Put the student in an active position, as if they were in a professional context.

* Assess the skills targeted in the BUT (according to the program's skill blocks).

An SAé is therefore a "life-size" exercise which allows learners to put lessons into practice, develop professional skills, and be assessed in a cross-disciplinary manner.

### 2.2. *Material, General Description*

Several technological devices are used in our training context for the industry of the future. Significant examples are presented in (Vrignat et al., 2023; Vrignat et al., 2024). A new technological device has been added this year. The aim is to show a wide range of possible functionalities for the use of RIFD tags (Cui et al., 2019). RFID technology is an identification system based on the use of radio waves to transmit data between a transmitter, called an RFID tag, and a receiver, called an RFID reader (Figure 3). RFID tags contain a microchip and an antenna, enabling information to be stored and transmitted.

<figure><img src="image_5.png" /><figcaption>**Figure 3.** RFID operating principle.</figcaption></figure>
Tags can be passive (powered by the reader) or active (with their own power source). They have a wide range of applications, among which:

* Supply chain management (real-time tracking of products and stocks, optimization of inventory processes, etc.),

* Retail (contactless payment systems, loss prevention by rapidly identifying unregistered items...),

* Industrial (Tracking assets and equipment in factories, automating processes as part of Industry 4.0...),

* Transport and logistics (Electronic toll systems, vehicle fleet management...),

* Healthcare (identification of patients and medical equipment, traceability of medicines to avoid errors...),

* Security and access control (entry management in secure areas, identity validation in airports or sensitive buildings...).

This technology must comply with various standards to ensure the safety, compatibility and efficiency of RFID communication protocols. In this work, we used an RFID solution in the 13.56 MHz frequency range (ISO/IEC 18000-3, (ISO, 2010)).

## 2.3. Method

The entire method comprised three parts: 1. Game-Based Learning (Serious Game); 2. Using a development kit to demonstrate the principles of RFID tags (RFID Kit); 3. Assembling hardware for a real-life industrial application (the Challenge).

### 2.3.1. Game-Based Learning

Game-Based Learning, is much more than just entertainment as it involves the integration of games into the learning process (Altanis et al., 2018; Parra-González et al., 2020; Pérez et al., 2023). It exploits game mechanisms to create stimulating and effective learning experiences. The benefits of educational games for learning, (Karagiorgas & Niemann, 2017; Aura et al., 2023) can be summarized as follows:

* Attention and engagement: By using attractive visual and audio elements, adapted challenges and reward mechanisms.

* Increased motivation: Play stimulates the pleasure hormone dopamine, which boosts learners' motivation and commitment.

* Easier memorization: The positive emotions generated by games help to anchor information in long-term memory.

* Active learning: Games encourage experimentation, decision-making and problem-solving, leading to deeper learning.

* Development of cross-disciplinary skills: Collaboration, communication, creativity, critical thinking... Play stimulates a multitude of essential skills.

* Reduced stress and anxiety: The playful aspect of learning creates a relaxed environment conducive to the assimilation of knowledge.

Figure 4 shows the phasing we adopted for the various teaching sessions. To provide an effective context for the theme under study, we adopted a specially designed serious game for the occasion (an adaptation of the game: Trivial Pursuit). The objectives were to assess concentration, engagement, knowledge consolidation, and teamwork skills (Cooper & Bucchiarone, 2023; Damaševičius et al., 2023; Silva et al., 2025).
<figure><img src="image_6.png" /><figcaption>Integrating Serious Games into Project-Based Learning: A Bypass Technique for Teaching RFID Applications in the Context of Industry 4.0</figcaption></figure>

<caption>**Figure 4.** Description of the phasing for the work proposed to the students.</caption>

The game repurposing approach appealed to us because it opens up a wide range of pedagogical possibilities (Protopsaltis et al., 2011; Hofstede & Tipton Murff, 2012). However, this freedom of action requires safeguards to ensure that the desired learning objectives are achieved. In our case, these objectives did not concern isolated game activities but rather a comprehensive reengineering of advanced-level learning. Trivial Pursuit is a board game that involves asking and answering general knowledge questions organized into different categories. A player's or team's progress depends on whether their answers to the questions are correct or not. The main advantage of Trivial Pursuit for instructors is its category-based structure, which allows you to create a tailored bank of questions to engage learners. For students, the game has numerous learning benefits:

* Reinforcing general or domain-specific knowledge,

* Encouraging quick thinking,

* Providing immediate feedback and support information retention,

* Facilitating review sessions.

The pedagogical benefits of this game are numerous:

* It fosters healthy competition, stimulating participation and motivation,

* It builds a sense of belonging through team-based play,

* It offers the flexibility to customize questions and categories to suit specific learning objectives,

* It is adaptable to both synchronous and asynchronous learning environments.
Figure 5 shows the game board. For this game board creation, 30 questions per item (6) were specially created for the game, making a total of 180 questions and answers. The questions allow students to familiarize themselves with the RFID technological environment.

<figure><img src="image_7.png" /><figcaption>Figure 5. Game board.</figcaption></figure>

### 2.3.2. Using a Development RFID NFC Kit

The second approach involved using a development kit designed to demonstrate the electromagnetic, electrical, and digital principles of RFID tags (Figure 4② and Figure 6). The objectives of the training session were to:

* Use a kit to understand the operating concepts of an RFID solution,

* Use and configure a digital oscilloscope,

* Follow a measurement protocol,

* Export measurements in standard files (csv),

* Exploit measurements and tests,

* Use technical documents,

* Write an activity report.
<figure><img src="image_8.png" /><figcaption>**Figure 6.** RFID NFC KIT.</figcaption></figure>

### 2.3.3. Real-Life Industrial Application

The third approach involves assembling hardware for industrial applications to present and validate a real-life application (Figure 4③ and Figure 7). For this application, we worked in partnership with Skkynet (https://skkynet.com/). The Cogent DataHub software (V10) environment offered by Skkynet enables data processed by the Programmable Logic Controller (PLC) to be managed and transferred to various applications in the Windows environment (Vrignat et al., 2024). Figure 7③ shows the constraints to be managed for the work.

The objectives of the training session are to:

* Allocate tasks for the team,

* Understand the manufacturer's recommendations (technical documents),

* Take inspiration from YouTube videos to develop the solution,

* Identify and configure (hardware, computer network, cabling),

* Configure and program a solution with TIAPORTAL V16,
* Connect the system's inputs and outputs electrically,

* Read/write RFID tags,

* Collect and format stored information (RFID) in a dynamic Excel table,

* Deliver the final solution with document management (technical file, activity report, etc.).

<figure><img src="image_9.png" /><figcaption>Figure 7. An industrial solution.</figcaption></figure>

## 3. Results

### 3.1. Serious Game

For the first part of the project, the students were divided into two teams. The teams were randomly selected (Figure 4①) to avoid creating groups based on affinities or specific
skills. The use of the Trivial Pursuit game saved time and made the activities more engaging, as this game is widely familiar. The two teams played for 30 min in a friendly atmosphere, aiming to collect as many tokens as possible to complete the piechart on the game board. While playing, the students learned about RFID technology and its applications. One team ended up with two more tokens than the other. The goal of this exercise, however, was not the number of tokens won, but rather the acquisition of knowledge through play (Figure 8). In addition to the knowledge acquisition and playful engagement already described, the serious game format proved beneficial in other pedagogical aspects. Firstly, it established a non-threatening environment that lowered anxiety and encouraged students to take intellectual risks. This aspect is critical in technical education, where the fear of failure can inhibit experimentation. Secondly, the game structure promoted meta-cognitive awareness, prompting students to reflect on their understanding and identify gaps in their knowledge as they encountered various question types. Another key advantage was the reinforcement of teamwork. Each team had to strategize collectively, which involved dividing roles, discussing potential answers, and reaching consensus under time constraints. These collaborative exchanges not only strengthened group cohesion but also enhanced communication and argumentation skills, both essential for engineering careers. The diverse question categories also allowed for varied entry points, meaning that students with differing strengths could all contribute to the success of their team. Some students excelled at technical recall, while others facilitated group dynamics or explained complex ideas clearly. Interestingly, post-game observations and student feedback revealed increased curiosity about RFID's broader applications. This included interest in logistics systems, contactless technologies, and cybersecurity considerations. The game thus acted as a gateway to deeper inquiry, prompting several students to propose follow-up research topics or practical experiments in later modules. Overall, this approach validated the serious game not only as a motivational tool but as a potent catalyst for deep and sustained learning.

<figure><img src="image_10.png" /><figcaption>**Figure 8.** Learning while having fun.</figcaption></figure>

## 3.2. RFID Kit

At the end of the game phase, the two teams split up to form pairs. These new groups then worked for four hours with the RFID kit. A specially designed workbook
was provided for this activity (Figure 9①). It included key tasks to be completed using measurement tools such as a digital oscilloscope, multimeter, and test leads, along with specific control software (Figure 9②,③). This session took place in a room dedicated to electronics and signal processing. At the conclusion of the session, all groups were required to submit their completed workbooks. This work step is part of the intermediate assessment of the required skills (Figure 4②). A debriefing followed to review the results and gather the students' feedback on the session.

<figure><img src="image_11.png" /></figure>

<figure><img src="image_12.png" /><figcaption>**Figure 9.** Work with the RFID kit.</figcaption></figure>

### 3.3. *Challenge*

For this final activity, the students formed their initial teams again. This work step is part of the intermediate and final assessment of the required skills (Figure 4③). As explained above, the objectives were both complex and diverse. Each team needed to
<figure><img src="image_13.png" /><figcaption>**Figure 12.** Traceability with RFID tags (back to the game).</figcaption></figure>

The project culminated in the development of a Human-Machine Interface (HMI) using a spreadsheet solution, Excel (Office 365, (Figure 13①)). Through this interface, the operator could write to and read from RFID tags associated with the six boxes (Figures 12 and 13②). Several IT challenges had to be addressed, including computer network configuration and management, OPC UA communication, and the creation of specific macros for reading and writing tags.

<figure><img src="image_14.png" /><figcaption>**Figure 13.** Programming strategy and tests.</figcaption></figure>
An example of the resulting Human-Machine Interface is shown in Figure 14, illustrating how one group of students effectively tackled the various constraints. These outcomes were delivered at the end of the 12-h work period.

<figure><img src="image_15.png" /><figcaption>**Figure 14.** Excel interface (HMI).</figcaption></figure>

### 3.4. Skills Assessment by the Teacher and Student Feedback

It is very important to be able to evaluate a teaching activity from the students' point of view. This activity was no exception. The feedback presented in the results was collected via an online form: https://docs.google.com/forms/d/e/1FAIpQLSfj0yv08r8kBkUwxid_VG4yDZ3ynwBPTYMRgqdJCQPtL-8L2Q/viewform?vc=0&c=0&w=1&flr=0 (accessed on 7 June 2025).

Twelve students participated in this project, marking a first-time experience this year for our training unit. These students have a distinctive profile in their third year, as they hold both student and employee status. In France, they are referred to as “apprentices.” Apprenticeship programs can be pursued up to the level of an engineering degree or a master’s degree. Apprentices are required to work 35 hours per week.

The academic year is divided into alternating periods: one spent at the university, and the other in a host company. This alternation typically occurs on a monthly basis. The group consisted of eleven male students and one female student.

These students all have backgrounds oriented towards engineering sciences. Prior to entering university, they obtained the “Baccalauréat” with a specialization in engineering sciences. At the end of the academic year, all students involved in this project plan to pursue studies at French engineering schools. These schools offer specialized degrees in fields such as robotics, embedded systems and computer science, automation, cybersecurity, or general engineering.

Our cohort does not match the definition of a cohort as used in other studies (Vergara et al., 2023; Vrignat et al., 2020). However, the initial results, presented in Figure 15, are already significant. Other training units have expressed interest in replicating this initiative, which will be further developed and may eventually form the basis of a national study.

The students were asked to complete this form at the end of the project (when the groups presented their final results). The form comprised 14 points, and one open-ended response (Figure 15). The anonymously submitted responses aimed to gather students' immediate reactions and comments.
<figure><img src="image_16.png" /><figcaption>**Figure 15.** Feedback from the students' point of view.</figcaption></figure>

### 3.5. *Feedback from the Skkynet Partner*

We have been working in collaboration with the University of Orléans since 2017. This collaboration has resulted in a very effective focus on the necessary and essential skills within the framework of the Industry of the Future subject. We are particularly pleased to see that students are integrating industrial solutions with a strategy using gaming as an entry point.

## 4. Conclusions

This project placed 3rd-year BUT students in an active, collaborative learning dynamic, fostering both their commitment and their skills development. The use of a serious game (Trivial Pursuit) upstream created a motivating framework, stimulating their curiosity and facilitating their immersion in the problem. The various assessments carried out throughout the process showed significant development of the targeted skills (for the industry of the future concept), attesting to the relevance of this pedagogical approach. This project's success confirms the pedagogical value of blending serious games with project-based learning, especially within technical disciplines that require both conceptual understanding and hands-on skills. It underscores the ability of gamified tools to demystify complex technological systems and encourage self-directed learning among students. Moreover, the structured alternation between game phases, technical kits, and real-world applications created a seamless learning continuum that maintained student interest while fostering progressively deeper engagement.

The results were particularly constructive, both in terms of achievements and student involvement. This project illustrates the effectiveness of project-based learning as a pedagogical lever for empowering students, reinforcing their autonomy and fostering the acquisition of cross-disciplinary skills related to their training. This experience, enriching for both students and the teaching staff, deserves to be valued and could serve as a model for other similar initiatives in the context of university reforms. The interdisciplinary and multimodal nature of the project also aligns with current trends in higher
education reform, which advocate for integrative teaching approaches. By combining digital simulation, physical assembly, teamwork, and reflective practice, students were equipped not only with technical expertise but also with a mindset oriented toward innovation and adaptability. These attributes are particularly critical in Industry 4.0 environments, where engineers must frequently operate in fluid, interdisciplinary teams under rapidly changing technological conditions. Looking ahead, future iterations of this initiative could benefit from expanding the gamified component, integrating Augmented Reality (AR) or mobile-based quizzes to diversify interactions. Furthermore, establishing cross-institutional challenges between multiple IUTs or partner universities could foster peer-based learning and elevate the motivational stakes. The long-term goal would be to institutionalize such hybrid learning models across curricula, thereby positioning students as proactive agents of their education and contributors to the digital transformation of industrial practices.

**Author Contributions:** Conceptualization, P.V. and P.M.; methodology, P.V. and M.A.; software, P.V.; validation, P.V., F.D., S.B., C.B., M.A. and P.M.; formal analysis, P.V. and P.M.; investigation, P.V. and P.M.; resources, P.V. and M.A.; data curation, P.V.; writing—original draft preparation, P.V. and M.A.; writing—review and editing, P.V., F.D., S.B., C.B., M.A. and P.M.; visualization, P.V. and P.M.; supervision, P.V. and M.A.; project administration, P.V. All authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Institutional Review Board Statement:** The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of UNIV-ORLEANS_IUT_INDRE (protocol code SAE_BUT3 and date of approval 2 February 2025).

**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study. Image rights and image use for various communications and promotional media were granted by the students who took part in this work.

**Data Availability Statement:** The raw data supporting the conclusions of this article will be made available by the authors on request.

**Acknowledgments:** Part of this work would not have been possible without our partner.

**Conflicts of Interest:** The authors declare no conflicts of interest.

## References

Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. *The International Journal of Information and Learning Technology*, 35(1), 56–79. [CrossRef]

Altanis, I., Retalis, S., & Petropoulou, O. (2018). Systematic design and rapid development of motion-based touchless games for enhancing students’ thinking skills. *Education Sciences, 8*(1), 18. [CrossRef]

Aura, I., Hassan, L., & Hamari, J. (2023). Transforming a school into Hogwarts: Storification of classrooms and students’ social behaviour. *Educational Review*, 77(1), 1–20. [CrossRef]

Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Moreno, M. M., Polly, P., Tai, J., & Marsh, H. L. (2022). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. *Educational Review*, 74(3), 517–533. [CrossRef]

Buehl, D. (2023). *Classroom strategies for interactive learning*. Routledge.

Cooper, K. M., & Bucchiarone, A. (2023). *Software engineering for games in serious contexts*. Springer.

Cui, L., Zhang, Z., Gao, N., Meng, Z., & Li, Z. (2019). Radio frequency identification and sensing techniques and their applications—A review of the state-of-the-art. *Sensors*, 19(18), 4012. [CrossRef] [PubMed]

Damaševičius, R., Maskeliūnas, R., & Blažauskas, T. (2023). Serious games and gamification in healthcare: A meta-review. *Information, 14*(2), 105. [CrossRef]

Efland, A. D. (1990). *A history of art education*. Teachers College Press.
Fitrah, M., Sofroniou, A., Setiawan, C., Widihastuti, W., Yarmanetti, N., Jaya, M. P. S., Panuntun, J. G., Arfaton, A., Beteno, S., & Susianti, I. (2025). The impact of integrated project-based learning and flipped classroom on students' computational thinking skills: Embedded mixed methods. *Education Sciences, 15*(4), 448. [CrossRef]

Gautier, C. (2022). Transformation des DUT en BUT: Quel impact sur les candidatures des lycéens et la sélection des établissements? *Échanges, 43*, 43–58.

Gennen, T. (2024). Reevaluating student-centred education: Uncovering learning difficulties stemming from empiricist epistemological assumptions. *Educational Review, 77*(3), 894–920. [CrossRef]

Hernandez-de-Menendez, M., Escobar Díaz, C., & Morales-Menendez, R. (2020). Technologies for the future of learning: State of the art. *International Journal on Interactive Design and Manufacturing (IJIDeM), 14*(2), 683–695. [CrossRef]

Hofstede, G. J., & Tipton Murff, E. J. (2012). Repurposing an old game for an international world. *Simulation & Gaming, 43*(1), 34–50.

ISO. (2010). *Information technology—Radio frequency identification for item management—Part 3: Parameters for air interface communications at 13.56 MHz* (ISO/IEC 18000-3). ISO.

Järvenoja, H., Malmberg, J., Törmänen, T., Mänty, K., Haataja, E., Ahola, S., & Järvelä, S. (2020). A collaborative learning design for promoting and analyzing adaptive motivation and emotion regulation in the science classroom. In *Frontiers in education*. Frontiers Media SA.

Karagiorgas, D. N., & Niemann, S. (2017). Gamification and game-based learning. *Journal of Educational Technology Systems, 45*(4), 499–519. [CrossRef]

Khine, M. S. (2024). Motivation and technology. In *Motivation science* (pp. 427–522). Springer.

Kim, J., & Maloney, E. J. (2020). *Learning innovation and the future of higher education*. JHU Press.

Marshall, C. (2017). Montessori education: A review of the evidence base. *npj Science of Learning, 2*(1), 11. [CrossRef] [PubMed]

Matins, J. E. P. (2024). Design of an electronic device in the STEAM context to relate results of physical measurements with sounds, and its analysis through science teachers' perception. *IJERI: International Journal of Educational Research and Innovation, (21)*, 1–21. [CrossRef]

Ministère de l'Enseignement Supérieur de la Recherche et de l'Innovation. (2022). *Bachelor universitaire de technologie, Génie électrique et informatique industrielle (PN LP-BUT GEII)*. Ministère de l'Enseignement Supérieur de la Recherche et de l'Innovation.

Parra-González, M. E., Segura-Robles, A., & Gómez-Barajas, E. R. (2020). Assessing gamified experiences in physical education teachers and students. *IJERI: International journal of Educational Research and Innovation, 13*, 166–176. [CrossRef]

Pérez, J. D. C., Moreno-Rodríguez, R., & Custodio, N. F. (2023). Development of empathy and ethical values through role-playing games as innovation for education in values. *IJERI: International journal of Educational Research and Innovation, (19)*, 109–122. [CrossRef]

Protopsaltis, A., Auneau, L., Dunwell, I., De Freitas, S., Petridis, P., Arnab, S., Scarle, S., & Hendrix, M. (2011, October 3–5). *Scenario-based serious games repurposing*. 29th ACM International Conference on Design of Communication, Pisa, Italy.

Rosário, A. T., & Dias, J. C. (2024). Implementing problem-based learning in marketing education: A systematic review and analysis. *Education Sciences, 14*(11), 1139. [CrossRef]

Rousell, D., & Sinclair, M. P. (2024). Desiring-futures in education policy: Assemblage theory, artificial intelligence, and UNESCO's futures of education. *Educational Review, 1*–24. [CrossRef]

Saadatdoost, R., Sim, A. T. H., Jafarkarimi, H., & Mei Hee, J. (2015). Exploring MOOC from education and information systems perspectives: A short literature review. *Educational Review, 67*(4), 505–518. [CrossRef]

Shields, R., & Masardo, A. (2018). False equivalence? Differences in the post-16 qualifications market and outcomes in higher education. *Educational Review, 70*(2), 149–166. [CrossRef]

Silva, M., Paiva, A. C., & Mendes, A. (2025). GAMFLEW: Serious game to teach white-box testing. *Software Quality Journal, 33*(1), 5. [CrossRef]

Sukackè, V., Guerra, A. O., Ellinger, D., Carlos, V., Petronienè, S., Gaižiūnienè, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards active evidence-based learning in engineering education: A systematic literature review of PBL, PjBL, and CBL. *Sustainability, 14*(21), 13955. [CrossRef]

Tu, F., Wu, L., Kinshuk, Ding, J., & Chen, H. (2025). Exploring the influence of regulated learning processes on learners' prestige in project-based learning. *Education and Information Technologies, 30*(2), 2299–2329. [CrossRef]

Vergara, D., Antón-Sancho, Á., & Fernández-Arias, P. (2023). Player profiles for game-based applications in engineering education. *Computer Applications in Engineering Education, 31*(1), 154–175. [CrossRef]

Vrignat, P., Avila, M., Marangé, P., & Kratz, F. (2023, March 1–3). *University education adapts to industry 4.0 topic*. International Conference on Remote Engineering and Virtual Instrumentation, Thessaloniki, Greece.

Vrignat, P., Charrière, C., Avila, M., Duculty, F., Begot, S., & Bardet, J.-C. (2024, April 2–4). *How to apply digital function interconnection requirements into a SCADA environment for Industry 4.0?* IICE, Dublin, Ireland.
Vrignat, P., Delouche, D., Avila, M., & Kratz, F. (2020, July 12–17). *Industry 4.0: Introduction to the continuous improvement of an industrial process for Master's students*. 21st IFAC World Congress, Berlin, Germany.

Wilder, S. (2015). Impact of problem-based learning on academic achievement in high school: A systematic review. *Educational Review*, 67(4), 414–435. [CrossRef]

**Disclaimer/Publisher's Note:** The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.