Education for Chemical Engineers 26 (2019) 8–13 Contents lists available at ScienceDirect Education for Chemical Engineers jou rn al h om epage: www.elsevier.com/locate/ece Reprint of: Motivational active learning: An integrated approach to teaching and learning process control  Manuel Rodríguez ∗ , Ismael Díaz, Emilio J. Gonzalez, María González-Miquel Universidad Politecnica de Madrid, José Gutierrez Abascal 2, Madrid, 28006, Spain a r t i c l e i n f o Article history: Received 11 April 2018 Received in revised form 31 May 2018 Accepted 5 June 2018 Available online 22 February 2019 Keywords: Active learning adaptive learning flipped classroom gamification peer instruction peer learning a b s t r a c t Process Control is a course that needs a thorough understanding of how the different unit operations work and what are the implications of changing operation variables in a process. This paper presents how education innovation can help students to improve their learning and understanding of the different concepts and thus to get better results in the subject and to achieve the desired outcomes. The Process Control Course is taught in the Bachelor Degree in Chemical Engineering at the Technical University of Madrid. Different methodologies have been integrated and used in the course as: flipped classroom, peer instruction or gamification. In order to implement the mentioned methods, the following material has been developed: screencasts, concept tests, trivia contest and simulations besides the traditional lecturing material (slides and text). First year results show high student motivation, higher participation in class and better results (marks) in the subject. © 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved. 1. Introduction Lecturing has been the usual way of instruction since univer- sities were founded more than 900 years ago. There are theories emphasizing the need of changing this approach to allow the stu- dents develop their understanding. Active learning, understood as an instructional method that engages students in the learn- ing process, seems fundamental in the new teaching/learning paradigm which is student-centered. Freeman et al. (2014), did a meta-analysis study where they demonstrate that active learning increases performance in STEM (Science, Technology, Engineering and Mathematics) disciplines. Active learning is not new, several formats have been developed along the past two decades like: Interactive Engagement (Hake, 1998), Studio Courses (Wilson and Jennings, 2000), Student-Centered Activities for Large Enrollment for Undergraduate (Scale-Up) Beichner et al. (2007) or Technology- Enabled Active Learning (TEAL) developed by John Belcher at MIT (Belcher, 2003). All of them have reported better student results than the traditional approach. Our methodology is closer to the DOI of original article: https://doi.org/10.1016/j.ece.2018.06.003.  This article is a reprint of a previously published article. For citation purposes, please use the original publication details; Education for Chemical Engineers 24 (2018) 17–12. ∗ Corresponding author. E-mail address: manuel.rodriguezh@upm.es (M. Rodríguez). Motivational Active Learning format presented in Pirker et al. (2014). New education methodologies exist to tackle this new way of teaching. Basically, active learning seeks to have interested and moti- vated students. The importance of interest in education is not new, Columbia University professor John Dewey indicated it in his essay “Interest and effort in education” more than 100 years ago, Dewey (1913). The role of interest in education and its influence in getting better academic achievement is still a research field as it is shown in the works of Harackiewicz and Hulleman (2010), Silvia (2006) or Renninger and Hidi (2016). To apply active learning, different techniques can be used, one of the most used, Lucke and Dunn (2017), is flipped (or inverted) class- room. It can be defined, as stated by Lage et al. (2000): “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa”. This definition is somehow limited and we prefer the definition given by Bishop and Verleger (2013): “[. . .] is a new ped- agogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combina- tion of learning theories [. . .]”. Another methodology that is gaining acceptance in education is game-based learning or gamification. It has been recognized and used in different domains like marketing, politics, business, IT, health and fitness, etc (Hiltbrand and Burke, 2011, Burke, 2012). Several studies like Bodnar and Clark (2014), https://doi.org/10.1016/j.ece.2019.01.002 1749-7728/© 2018 Institution of Chemical Engineers. Published by Elsevier B.V. All rights reserved.