Machining processes, including turning, milling, and grinding, are vital to modern manufacturing, ensuring precision and adaptability in producing high-quality components. However, traditional teaching methods often fail to bridge the gap between theoretical knowledge and practical skills, limiting students' understanding and engagement. This study investigates the impact of interactive and gamified learning tools on enhancing students' comprehension of machining processes in a mechanical engineering course.  Using a mixed-methods research design, the study assessed the outcomes of innovative pedagogical strategies, including project-based learning, flipped classrooms, and virtual simulation labs, compared to traditional lecture-based instruction. A quasi-experimental approach with pre-test and post-test assessments was conducted on 150 undergraduate students, divided into experimental and control groups. The experimental group utilized interactive tools and real-world case studies, while the control group followed conventional methods.  

Findings revealed that the experimental group demonstrated significant improvement in knowledge acquisition, engagement, and satisfaction compared to the control group. Gamified and interactive tools effectively bridged theoretical-practical gaps, fostering deeper cognitive, emotional, and behavioral involvement in the learning process. These results underscore the potential of active learning methodologies to enhance educational outcomes in machining processes, preparing students to meet the demands of advanced manufacturing industries. The study highlights the need for integrating innovative tools into engineering curricula to foster a balanced and comprehensive understanding of machining principles.  

Machining processes, Interactive learning, Gamified learning, Project-based learning, Flipped classroom, Virtual simulations, Engineering education, Knowledge acquisition, Student engagement, Manufacturing education

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