LaleoLab for Engineering Education: Using Game-Based Learning to Challenge Gender Stereotypes and Promote Global Diversity (#387)

Authors

Makrinov, Ninna

Reynolds, David

Pastena, Andreana

Lio, Mercy

Parisi, Sara

Abstract

Gender stereotypes continue to shape educational choices and career trajectories, contributing to persistent underrepresentation of women and other marginalized groups in engineering. LaleoLab, a research-informed board game originally developed in Italy, offers an innovative approach to addressing these challenges through collaborative, game-based learning. By engaging students in critical reflection on gender roles and their influence on STEM pathways, LaleoLab fosters inclusive thinking and challenges normative assumptions about who “belongs” in engineering. This paper reports on the adaptation and implementation of LaleoLab within UK higher education, highlighting its potential as a pedagogical intervention for promoting diversity in engineering. Building on a multicultural student workshop funded by a Society & Culture Seed Grant at the University of Warwick, the game was enriched with additional “special cards” featuring diverse role models—including scientists, engineers, and innovators from the Global South—responding to student feedback that representation must extend beyond Eurocentric narratives. These additions aim to broaden students’ understanding of engineering as a global discipline and to inspire aspirations among underrepresented groups. We discuss the educational impact of LaleoLab in fostering critical awareness, intercultural dialogue, and engagement with equity issues in engineering education. Preliminary findings suggest that integrating playful, reflective activities into curricula can complement traditional teaching, supporting efforts to dismantle stereotypes and create more inclusive learning environments. Future work will explore classroom implementation and evaluate its influence on students’ attitudes toward engineering careers.