Measuring Engagement as Students Learn Dynamic Systems and Control with a Video Game (original) (raw)

An Initial Analysis Of Student Engagement While Learning Engineering Via Video Game

2010

The paper presents data from a multi-year study during which a video game is introduced into a dynamic systems and control course for mechanical engineering undergraduates. The video game, EduTorcs, provides challenges in which students devise control algorithms that drive virtual cars and virtual bikes through a simulated game environment. Elsewhere, the authors presented results showing that students taking the game-based course exhibit a better conceptual understanding of course content. Data on student engagement presented in this paper offer a possible explanation of why. On most measures, students taking the game based course have a more positive experience than students who took the more traditional version of the course from the same instructor before the game was introduced. Data were collected through a technique called the Experience Sampling Method and analyzed through the lens of flow theory.

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Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning

In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players (N ¼ 173) of two learning games (Quantum Spectre: N ¼ 134 and Spumone: N ¼ 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments.

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Measuring Engagement as Students Learn Dynamic Systems and Control with a Video Game (original) (raw)

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