Cracking Engineering Physics through Crossword Puzzles: A Gamified Active Learning Approach to Enhance Engagement and Concept Retention

Abstract

This study intends to examine how well gamified active-learning resources, more especially, crossword puzzles, improve student engagement, memory and conceptual understanding of physics topics in first year engineering students. This study offers a scalable, interactive teaching approach intended to close the gap between passive listening and active cognitive involvement in technical subjects, even though standard lecture-based engineering approaches frequently result in shorter attention spans and poor memory. The method uses gamification to turn rote memorizing of technical terms and difficult ideas into a fun, competitive and introspective experience that supports certain learning objectives based on the active learning principle. Crossword puzzles were used as tools for review and pre-assessment of about 300 undergraduate B. Tech students from different branches. A mixed-methods strategy was used to collect the data, measuring both quantitative gains and qualitative involvement through the use of pre- and post-quiz scores, mid-semester examination results, and structured student feedback. As per the results obtained, crossword puzzles are a useful addition to engineering education since they greatly increase conceptual clarity and technical language memory. These findings imply that the drawbacks of conventional physics instruction can be effectively addressed by incorporating gamified components.