Teaching electronics to chemical engineers: the pandemic opportunity

Motivating chemical engineers to study electronic is not an easy task. In this paper, a flipped classroom methodology with gamifying components is presented. The results show slightly better pass rate (7 percentage points) for students following the continuous evaluation. It has been observed that the overall level of participation greatly influences the marks obtained in the exams. According to the proposed methodology, students can be divided in 3 clusters, depending on the majority of activities performed: mostly e-learning, mostly face-to-face classroom, or a combination of both. The students in this third group obtain better marks in their exams and also show a higher level of satisfaction with different aspects of the course. Most of the students have reported a much higher satisfaction level with the proposed methodology and their preference to maintain it in further courses.