Abstract

Nowadays, the vast majority of university careers declare a competency-based curriculum. However, having concrete evidence to measure learning outcomes can be a complex problem in engineering. Academics make great efforts to design active learning experiences to stimulate skills development. However, more evidence is required to describe methodologies integrated with technological tools to evaluate learning outcomes. In this paper, we propose using the Lego Serious Play (LSP) methodology and Multimodal Learning Analytics (MMLA) techniques to assess learning outcomes in the Software Engineering I course. The results obtained are quite promising since it was possible to identify difficulties in acquiring and applying knowledge.