Introduction:
The integration of Cooperative Game Theory (CGT) into engineering education has increasingly emerged as a transformative approach to assessing collaborative problem-solving (CPS) competencies. Unlike traditional individual-based assessments, CGT fosters a cooperative learning environment by aligning individual incentives with collective goals, thereby promoting communication, critical thinking, and teamwork among students.

Methods:
This study explores the application of CGT-based evaluation models—such as CoGame and the Cobb–Douglas framework—within undergraduate engineering courses. A range of gamified tools, including intergroup competitions, commercial board games (e.g., Pandemic), and simulation-based activities, were implemented to measure CPS behaviors. Quantitative models were employed to track student engagement, individual contributions, and team dynamics, while reflective tools such as peer assessments and learning journals were used to validate learning outcomes.

Results:
The findings indicate that CGT-based assessments significantly improve academic performance and student engagement. Participants demonstrated enhanced CPS skills, particularly in task planning, communication, and collaborative execution. Behavioral indicators derived from gameplay data enabled real-time monitoring of group interaction and revealed the value of balancing individual and group evaluation. Notably, students exposed to gamified learning environments reported higher motivation and lower performance anxiety compared to those in traditional settings.

Conclusions:
Cooperative Game Theory provides a robust and flexible framework for evaluating collaborative problem-solving in engineering education. Its practical application not only enhances technical and soft skills but also supports fairer, more interactive assessment methods. While challenges remain in implementation and design complexity, CGT offers a promising pathway for cultivating essential 21st-century engineering competencies.