Henkel, MoritzMoritzHenkelKull, PascalPascalKullFörster, FelixFelixFörsterSchlegel, MichaelMichaelSchlegelAlbers, AlbertAlbertAlbersBursac, NikolaNikolaBursac2026-07-242026-07-242026-06-09Procedia CIRP 142: 468-473 (2026)https://hdl.handle.net/11420/63993In development projects, particularly those that are lengthy and complex, valuable knowledge is often lost, for example, due to staff turnover. As a result, a large share of components is carried over, yet without a clear understanding of the project context or underlying interrelations. This paper addresses rapid, early-stage knowledge build-up in a live, problem-based learning environment: the Generational Sheet-Metal Development (GSD) course, situated within Systems Generation Engineering (SGE). With five prior reference generations in place, GSD provides a rich basis for reference-system analysis and a realistic setting for method development and evaluation. Guided by Design Research Methodology and the human-centered, iterative process (ISO 9241-210), expert interviews were conducted with instructors, tutors, and students to identify 15 learning objectives (e.g., robust handle concepts, cleanability, bending stiffness). These objectives were translated into a physical, game-based knowledge sprint—Challenge the Expert—that bundles multiple hands-on challenges under one coherent game frame. Students compete as a team against domain experts who possess strong topic knowledge but are unaware of the specific challenges, creating a demanding, authentic benchmark. Each challenge operationalizes one learning objective with clear rules and scoring; for example, a bending-stiffness rig makes geometric effects directly experienceable. Objectives remain implicit during play and are assessed afterwards. The intervention was iterated in two runs: an internal rapid-prototyping trial and a course kick-off deployment. Evaluation combined a post-workshop survey with a compact, moderated retrospective. Results indicate high perceived effectiveness versus lecture-style input, strong reported transfer to subsequent design work, improved understanding of issues in earlier generations, and positive team experience. The retrospective disseminated insights across participants and surfaced additional learning content (e.g., surface structuring affecting cleanability). The paper contributes (DS1) a transferable method for developing and conducting physical, game-based learning environments for reference-system knowledge, (PS) a concrete operationalization pathway from learning objectives to challenges within an overarching game design, and (DS2) empirical evidence that such a format supports rapid knowledge build-up, intergenerational design continuity, and team cohesion in SGE contexts.en2212-82712026468473Elsevierhttps://creativecommons.org/licenses/by-nc-nd/4.0/System Generation EngineeringGamificationKnowledge TransferDesign EducationSheet-Metal DesignTechnology::620: EngineeringTechnology::658: General Managament::658.5: Of ProductionSocial Sciences::370: EducationJournal Article10.1016/j.procir.2026.05.29310.15480/882.17556