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The thesis concerns the development of an educational scenario for teaching rapid prototyping technology using gamification techniques. Initially, data was collected from higher education students in order to record their learning needs and desires. The specific trainees come from the Department of Product and Systems Design Engineering of the University of Western Macedonia. Three different questionnaires were used to collect the survey data: a) the GEFT-type questionnaire to identify the learners' cognitive style, b) the questionnaire to identify the learners' personal assessments (and their knowledge about the reverse engineering module) and finally, c) the feedback questionnaire at the end of the course. Upon completion of the questionnaires, their analysis followed. Then a specific rapid prototyping course (3-hours) was designed to meet the needs of independent learners and dependent learners, respectively (Field-Independent – FI & Field-Dependent Learners - FD). The lesson was conducted and all the reactions from the trainees in relation to the gamification techniques were recorded.