The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.