Project- and challenge-based courses in higher engineering education that address wicked problems introduce ill-defined, real-world problems to students. In these courses, they experience various forms of uncertainty and ambiguity inherent to complex problems, stemming from unclear problem definition, contradictory information, unpredictable project directions, and contradictory feedback from various supervisors. Students vary widely in how they perceive and react to ambiguity and uncertainty: some find uncertainty stimulating and creatively liberating, while others experience confusion, anxiety, and avoidance. Interviews performed with educators and students at TU Delft revealed that throughout the various phases of such projects, students frequently experienced frustration, insecurity, and overwhelm. These emotional responses strongly shape learning, yet emotional competencies are rarely addressed explicitly in engineering education. We also saw that educators often struggle with finding appropriate materials and methods to guide students through the process without over-directing. Most educators lack the pedagogical approaches needed to support the development of reflective, collaborative, and emotional competencies needed for dealing with wicked problems. To address this gap, we introduce the Cards of Ambiguity - a serious game designed to help student teams reflect on and discuss potential responses to ambiguous and uncertain situations. It aims to reduce negative emotions, build confidence, and normalise uncertainty as an inherent part of tackling wicked problems.
