RESEARCH K-12 MATH SPORTS & STEM CAREER VIDEO GAME

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Dr. Thomas Abdul Rasheed, MFA/PhD

011/06/2023

Educational Game Motivational Factors

Dr. Thomas Abdul Rasheed, PhD

The purpose of this qualitative case study was to identify and analyze educational videogame design strategies used as learning tools to improve student academic achievement and motivation. Many education scholars have researched the embedded learning principles found in videogames (Coller, 2010). Educational game design strategy is a process used by designers to develop and create educational games. The motivating learning outcomes of educational and commercial videogames have been identified as learning principles (Gee, 2003). In order to examine educational game design strategies that motivate students to learn complex information, the researcher conducted a series of interviews and focus groups. An educational videogame designer and engineering college students who engaged in educational games were the primary participants in this research case study. The interviews and focus groups questions were used as catalysts to identify videogame design strategies. The interviews and focus groups also revealed evidence of the process used to integrate instructional content with interactive gameplay, motivational factors, user-centered learning strategies, and the instant feedback assessment of students. The researcher conducted a series of student focus groups to investigate and uncover the learner’s response to the interactive motivational strategies in the educational engineering video game. The focus groups consisted of three to ten engineering college students who engage in educational videogames. The classroom student focus groups facilitator utilized a series of discussion questions to examine students’ interaction with the educational engineering videogame in the learning environment. The student participants in the focus groups were questioned about their reaction to the motivational strategies in the educational videogame. The topics of the focus group questions focused on game instruction, educational content, game challenges, academic performance, games rules, technology, music and sound, motivational elements, graphic elements, gameplay activities, and learning outcomes. 

This researcher analyzed the educational videogame design strategies and motivation elements used in a college engineering course on dynamic systems and control. The outcome and results of this study could become catalysts that inspire other college professors to design and use educational videogames in their learning environment. They may also encourage more educators to realize the value of using videogames as learning and motivational tools in education. 

According to Pivec and Dziabenko (2004), when one plays a videogame, it creates an opportunity for the player to learn by experience. The authors argue that learning by engaging in studying is not as effective as learning through an interactive experience. De Aguilera (2003) expresses that people who are engaged in playing videogames are better skilled at intellectual problem-solving compared with people who do not play videogames. Playing videogames allows the learner to participate in their own process of learning through experience. Videogame players become persistent learners in their pursuit for improving their performance to advance to different levels of achievement in the game they are playing (Shaffer et al., 2005). This dissertation is intended to make a contribution to the educational field by identifying and analyzing effective motivational design strategies used to improve learning in the educational engineering videogame. 

Research Question 4

What motivational factors do engineering students express while they are engaged in problem-solving gameplay challenges with the educational videogame? 

4.1 Theme: Engineering students gain confidence in problem-solving challenges from clear paths to success with step-by-step instructional content. 

Overview

Teaching in the field of engineering is very challenging because of the complex high level of physics and effective problem-solving requirements. According to the engineering professor, engineering instructional design strategies should be clear and user centered to motivate students toward success. He argues the importance of engaging students in real world engineering problems solving challenges. His engineering Students express how they gain confidence when they engage in a video game simulation and see the theories working. Engineer practitioners solve complex problems using a step-by-step process which confirms his instructional strategy. Students become motivated using computer simulation that gives them instant feedback as they move through the different levels of the game challenges. Students are required to successfully complete a gameplay level in order to advance to the next challenge motivates them to continue gameplay. The following is a list of qualitative interview quotes from the engineering professor and his students that supports step-by-step instructional strategies in the educational engineering videogame. The researcher’s interpretation of the qualitative interview quotes is also explained below.

Engineering Student F focus group data quote reveals that the videogame Spumone seems like solving a puzzle. The student continues by indicating evidence that support step-by-step instructions to solve the games problem-solving questions. Student C focus group quote reveals that their biggest motivation is experiencing the results of correctly, programming a device and seeing the engineering theory, working effectively.

“The game is like a puzzle because there are so many steps you have to do, but each step of the puzzle is like an engineering question that you have to solve.” (Student F)

“I think the biggest motivation for me is probably just seeing it work once you get everything programmed correctly. Also seeing the theory that we discuss in class applied to a real life application and see the theory actually work.” (Student C)

Engineering Student I, focus group data quotes provided evidence of the Engineering Professors’ use of multiple ways to approach and solve a gameplay challenge. Student F continues the conversation by revealing that the Engineering Professor uses helpful online video tutorials. These online videos demonstrate different step-by-step approaches to solve a particular game play challenge. Student F also express how they do not understand some of the gameplay instructions until they watched the online video tutorials. 

“You can find multiple different ways to approach a problem and it might be the same answer but it might not necessarily be the same steps to get there.” (Student I)

“He had some helpful videos online for different levels of Spumone, and I just didn't understand what he was asking at all in the way it was portrayed to us until I watched that video, which was a very close step-by-step with a similar problem, but not the exact same.” (Student F)

The engineering student focus group data quotes provided evidence that the Engineering Professor provides students with necessary elements to solve gameplay challenges in the Spumone videogame. Students also reveals he uses online Blackboard discussion groups and responds quickly to students questions within 20 minutes. Based on students data quote they seem to have a good understanding how engineers learn from their mistakes.

“The instructor gives you everything you need to solve the challenge. If you still don’t get it he has this online blackboard discussion group with him and the students. The instructor responds to your questions within 20 minutes.” (Student)

“Solving problems and learning from your mistakes is the biggest part of developing skills to become an engineering.” (Student)

Engineering students reveal in their data quote their satisfaction with the instructional strategy of learning by trial and error with instant feedback. Student attests that they can work on problem-solving with this method of trial and error until they produce a correct solution. Student continue by explaining the effectiveness of the graphic math data screen by making gameplay problem-solving challenges easier. Students reveal the engineering professor has an interface button component option called, “I give up”. When they select this option the response is, “never give up”. This is a positive and encouraging element for the engineering students to continue gameplay challenges.

“The feedback is basically instant. You can work by trial and error as many times as you like until you figure-out the correct solution, which is nice.” (Student)

“The game shows a display as you are moving through the game. The math data is showing up on your screen. You can use trial and error to solve the problem. This makes it easier to solve the challenge problem.” (Student) 

“It's about persistence. It's about learning not to give up. Dr. Coller has an option, like, "I give-up." And then the response is, "Never give-up." You can't give-up...” (Student)

Interpretation

The videogame Spumone keeps the student’s attention because of its step-by-step puzzle like activities that is relevant to engineering problem solving. Most of the students enjoy playing commercial videogame players and get satisfaction out of playing the educational engineering videogame Spumone. Students are captivated by seeing the stages of their correct computer programming, working in a real-world type application. Student’s confidence is motivated because they can see the application of relevant engineering skills and knowledge they are acquiring from the videogame. The computer screen keeps the students attention by giving them instant feedback as they progress though different stages of solving the complex challenges. This instructional strategy builds student’s confidence and encourages them to become persistent in learning through trial and error. Students and the professor are also engaged in online discussions which is very relevant to engineering group problem solving. Students get a degree of satisfaction with engaging in cooperative learning as they progress step-by-step in the videogame.

The instructional strategy is relevant to engineers because their problem-solving is learning from mistakes. This strategy also builds student’s confidence because they can see the growth of their knowledge and skills. The Engineering Professor has designed an option in the games interface called "I give-up", and the response is "Never give-up." This strategy encourages and motivates student’s confidence to continue problem solving, gameplay challenges. Students are again motivated by the instant feedback they receive from the math data calculations display screen. This feedback happens when students are interactively engaged in trial and error problem-solving challenges. 

4.2 Theme: Engineering students express they are motivated by the videogame problem-solving performance reward component

Overview

The Engineering Professor has designed the spumoni educational engineering videogame with different levels of challenges and rewards. When students complete a challenge at a modest level, they receive a reward of the grade B. According to the Engineering Professor students are motivated to move to the next level to achieve a higher grade of A. Students explain how they can become addicted to achieving the challenges once you complete a difficult one. Completing, different level challenges of the videogame is very satisfying and builds confidence to anticipate more challenges. Many commercial videogames strategies require players to navigate through different levels of challenges, and receive rewards along the way. Requiring the player to successfully complete a gameplay level in order to advance to the next challenge creates persistent players/learners encouraged to continue gameplay. The following is a list of qualitative interview quotes from the Engineering Professor and his students that supports the use of problem-solving performance reward component in the educational engineering videogame Spumone. 

The videogame Spumone problem-solving performance reward evidence is revealed in the following quote is from the Engineering Professor. He explains by revealing that when the students complete their first game challenge they only receive a “B” reward. When the students progress further and complete higher level challenges they receive and “A” reward. This type of reward progression motivates students to become persistent in completing higher challenges to receive higher grade rewards. 

“If the student gets through the first challenge level, they will get a “B” grade reward. If the student goes higher into the levels of challenges, they receive the “A” grade reward for their success.” (Engineering Professor)

“I guess there is some motivation because there is external reward of the grade.” (Engineering Professor) 

Student B reveals how the videogame Spumoneplays like a commercial videogame with different levels of challenges. He contends that it’s very rewarding to progress to different levels of the game. He also reveals how students become addicted in anticipating the next level of game challenges. The student’s motivation is driven by the reward and higher level of gameplay challenges. Student J explains her satisfaction after completing a problem-solving challenge she can see the physics theory working. 

“When it’s working. You solved the problem properly and it’s really nice to see the physics, theory in action.” (Student J)

“Yeah, because it's in different levels and you have to proceed for each assignment, and it's like playing a video game. That's why people love video games, is that it's very rewarding because you can see yourself moving up the levels.” (Student B)

“Achieving the challenges. Once you start with one, you're like kind of addicted because you want to achieve the next challenge. You're like, oh, that feels so good..." (Student B)

Interpretation

When the student completes the first challenge, they receive a modest grade reward of “B”. This reward component strategy keeps the student attention focused and encourages them to engage in higher levels gameplay challenges. The incentive of a higher grade of “A” becomes a motivational factor to increase the student’s interests and encouragement. The external reward of giving the student a grade is a motivational element. Student feedback builds confidence in solving the complex videogame challenges because they can see the visual results. They also gain satisfaction by experiencing their correct solutions to gameplay challenges. The also observe engineering theories of physics working in action. When students achieve or complete the challenge successfully, it becomes a very motivational factor. Students gain satisfaction to the degree they become addicted in anticipating each videogame challenge.

4.3 Theme: Engineering students experience videogame problem-solving challenges assessments that guides the player toward correct solutions and success.

Overview

Student assessment is a very motivating component in the videogame Spumone because it is an instant feedback to the student while they are engaged in interactive problem-solving challenges. The Engineering Professor explains how confidence is built because students can see the consequences of their actions. Engineering is the utilization of mathematic equations to effectively make devices work. Instant feedback is very relevant to the field of engineering because of the instant feedback that directs trial and error problem-solving toward correct solutions. Instant feedback is also important because it captivates the student attention and focus on problem-solving initiatives. The following is a list of qualitative interview quotes from the Engineering Professor and his students that supports the use of instant feedback assessments in the educational engineering videogame Spumone. The researcher’s interpretation of the interview and focus group quotes are also explained below.

The Engineering Professor reveals his student feedback assessment strategy, in his videogame Spumone, is built into the game’s interface. He continues by explaining as the student is engaged in the problem-solving challenges, the interface assessment component calculates the accuracy of mathematical equations. Student’s confidence is built because the instant feedback reveals the consequences of correct or incorrect programming of the student’s mathematical equations. With the correct math equations programming, the device or machine will work effectively. However, if the math equation programming is incorrect, students will have a chance to experiment and correct solution.

“The videogame Spumoneinterface program feedback assessment calculates mathematical equations, correctness or incorrectness. When the mathematical equation problem is correct, the game machine or device will work. This can build student confidence in playing the videogame.” (Engineering Professor)

“Students can tweak things, experiment and see the consequences of their actions right away.” (Engineering Professor)

Student A, focus group participant reveals that there are pleased with the instant feedback of the videogame Spumonecompared to traditional methods of writing papers with correct answers. Student A, continues by explaining that engaging in a videogame the feedback makes it easier for them to learn whether there equation is correct are not. Student J reveals another assessment component in the videogame Spumone, is setting up your display to show value and the ability to pause as you are engaged in the game. The Student J also, explained that this assessment component can be helpful in determining whether your math equation is programmed right or wrong.

“The fact that you can actually see if your work is being done right or not. But when you plug in whatever hot key that you have to set, if it's not correct, the game won't work. I do like that instead of having the piece of paper and just writing my answer down the best I know it and turning that in, but... It's a little bit easier having the game, so that way I can track myself against whether it's working or not. Whether my equation was right when I put it in or not.”  (Student A)

“If you have your display set up in a way to show your value, you can pause and look at the values and that might help you figure out why it's wrong, but for most of Spumoni, once the equation is done, you're along for the ride level, so it's not much that you do, it's more just you watch or maybe you have a button to press at a certain time, so most of the assessment is done before you start.” (Student J)

Student D reveals another assessment component of the videogame is for students to check by hand and see on the display screen if there doing the coding correctly. The Engineering Professor reveals that engineering students receive evidence when they have completed the game challenges in Spumone. He continues by revealing that instant feedback motivates engineering students and builds their confidence to continue their engagement in complex videogame problem-solving challenges. 

“There is a way to actually check to see if you're doing everything correctly. If you post all your displays on the screen, all your coding, all your data or accelerations, and then if you do by hand and it comes up correct and it shows up the screen, then you know you're doing it right.” (Student D)

“Videogames have challenges. The player is aware when they completed the goal of the game.” (Engineering Professor)

“Positive feedback motivates students and gives them confidence to continue to engage in different levels of challenges in the game.” (Engineering Professor)

Interpretation

The videogame interface has a built-in instant assessment feedback that calculates math equations for their accuracy. Instant feedback assessment motivates students and builds their confidence because they can see the consequences of their actions from mistakes and success of gameplay problem-solving challenges. This game assessment strategy is relevant to guiding students toward acquiring knowledge and skills in engineering. This encourages students to continue their engagement in the videogame gameplay challenges. This learner gains an understanding of their strengths and weaknesses. Instant feedback assessment keeps the students attention, focus on problem-solving initiative. 

4.4 Theme: Engineering students are motivated by the videogame instant feedback display screen with coding of interactive problem solving, gameplay challenges

Overview

The assessment device used in the videogame spumoni is a display that calculates the engineering student’s activities as they are engaged in problem-solving challenges. Student’s attention is captivated by this display device that guides their interactive decision-making with instantaneous feedback. Student attests that they gain confidence and satisfaction from the instant feedback assessment because they can see what is working and what is not. The videogame Spumone has an instant feedback display screen calculates the motion of a device while students attempt to solve a challenge. Again this type of feedback helps to guide students toward the solution by identifying their correct and incorrect decisions. The following is a list of qualitative quotes from Dr. Coller and his students that supports the use of instant feedback display screen with coding in the educational engineering videogame Spumone. The researcher’s interpretation of the qualitative interview quotes is explained below.

The engineering student focus group data quotes from Student B provided evidence that the videogame Spumone has a map data display screen that simultaneously shows students gameplay activity. This screen can display the accuracy of student device navigation in incorrect or correct positioning. This instant feedback helps students toward success in gameplay problem-solving challenges. The engineering professor agrees with Student B by revealing that instant feedback stimulates student’s initiative to engage in problem-solving gameplay activities.

“The screen shows you math data that displays you getting to the target too early or overshooting it. This gives you confidence to continue the game.” (Student B)

“Students also spend more time engaged in learning, problem-solving, and moving forward to different levels of intrinsic challenges. The instantaneous feedback of video game technology stimulates problem-solving initiatives to continue gameplay.” (Engineering Professor)

The Engineering Professor continues to explain instant feedback produces persistent learners by displaying math qualities of velocity and accelerations in the videogame environment. Student G, focus group data quote reveals another assessment component of Spumone’s interface. This interface assessment counts the number of falling virtual flowers that each students can collect. Students must collect 20 flowers to successfully complete the gameplay challenge.

“The videogame assessment technology of instant feedback also creates persistent learners that continue their problem-solving efforts in the video game environment.” (Engineering Professor)

“I display on the screen interface mathematical quantities that are relevant to the problem, such as plots of velocities and accelerations.” (Engineering Professor)

“There is a counter screen to tell you how many flowers you have grabbed. Usually you need to collect about 20 flowers to complete the challenge in a reasonable time frame, which gives you confidence.” (Student G)

Interpretation

The student’s attention is captivated by the games navigation interface displays. This screen shows math data that is generated through the interactivity gameplay. Students gain confidence by being able to see their correct or incorrect math data navigational decisions. Students gain confidence and satisfaction from the game’s feedback component of testing their equation to see if it is correct

The videogame Spumonehas different levels of challenges that are relevant to engineering problem solving. Student’s gameplay attention is captivated and encouraged with continuous instant feedback assessment. The progression levels of game challenges, is relevant as a catalyst for continued student problem-solving gameplay. The instant feedback assessment of videogame technology keeps the student’s attention focused on gameplay problem-solving. Student’s satisfaction from positive and negative feedback develops a persistence in achieving success in problem-solving challenges.

The interface of the game has a screen with math qualities of velocity and acceleration that display feedback for a vehicle problem-solving challenge. This particular challenge uses the game interface display to keep the students attention and focus on solving the game challenge. Student’s attention is captivated because they can visually see the work that they’re doing, and receive feedback on what is working and what is not. Student’s confidence is motivated because they are directed with instant feedback to continue problem-solving initiatives. Student feedback builds confidence in solving the complex videogame challenges because of the visual results. They also gain satisfaction by observing and experiencing the engineering theories of physics at work.

The interface of the game has a screen that counts the number of flowers students collect. This feedback strategy keeps the students attention and helps them understand their progress, which can build their confidence.

Dr. Thomas Abdul Rasheed, MFA/PhD

06/15/2024

Today the educational system in America is in a crisis which is predicated on administrators and teachers being out of sync with the new 21st century learners, James Paul Gee (2014). The K-12 learners today live in a society of interactive computer technology that drives their social life activities of cell phones, computer tablets, laptop computers, Internet communications, social networks and computer games, to name a few. However, when it comes to K-12 education the majority of American schools do not provide computer technology, software, interactive learning or educational games for each child’s education, Squire (2011). Consequently many youth today in the public school system has found education boring and uninteresting to say the least. It is apparent that there is an opportunity for the use of today’s computer technology and interactive software to motivate students in American schools. 

 The video game industry today represents one of the largest influences of the American youth culture, Squire (2003). Because of the cognitive potential of games, within the past 10 years educational scholars have increased their interests in studying and using games for learning, Squire (2013). Today’s traditional K-12 education can be enhanced and improved with the use of interactive computer game devices, which is intrinsically linked to the new 21stcentury learners social life, Gee (2007). 

The current definition of the field of Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. The educational games environment draws upon the practice of facilitating learning by engaging the learner into the technology of interactive self-growth and discovery that fosters academic achievement. According to Pivec and Dziabenko (2003) engaging in video games creates an opportunity for the player to learn by experiencing. Playing video games allows the learner to participate in their own process of learning through experience. The video game players can engage in different options in problem solving that can be targeted to motivate the learners’ interest. Self-evaluation in educational video games is a continuous gameplay process for the player to strive for improvement in a competitive environment. Videogame players become persistent in their pursuit for improving their performance to advance to different levels of achievement in the game play, (Shaffer, D. W., Squire, K.D., Halverson, R., & Gee, J.P. 2008)

Educational Engineering Video Game Spumone: https://www.spumone.org

The flexibility of educational video game technology gives learners options in playing the game on different platforms such as cell phones, tablets, televisions, desk-top and laptop computers. The availability of these learning tools can foster continuous learning engagement for improving academic achievement, 24 hours a day seven days a week. Educational content information presented in video games can be motivating for the learner because of the use of multi-media, sound/music, video, animation, interactivity and visual effects (Squire, 2008; Whitehead, 1992). The technology used in educational video games allows the players to engage in interactive problem solving by making choices and examining consequences that traditional educational learning environments fail to provide the learner, (Salen & Zimmerman, 2013).

History and Definition of Learning

Learning is as old as the world and civilization… animals and humans engage in teaching and learning their young… the definition of learning is the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something: the activity of someone who learns knowledge or skill gained from learning, http://www.merriam-webster.com/dictionary/learning.

Animal hunting simulation games, could be one of the oldest forms of human learning by the observation of animals such as lions who simulate play to teach their young how to hunt, (cf.Piaget, 1962; Vygotsky, 1976). Many adult female lions play games with their young by allowing the cubs to jump on their swerving tail and play tag. They also play simulation games, which emulates the process of hunting by using small animals like mice and lizards. 

Friedrich Wilhelm August Fröbel, the 18th-century German-born pedagogue is considered the founder of kindergarten in 1837. Fröbel studied under Johann Pestalozzi, a Swiss pedagogue who was considered a reformer in education and founded several German and French institutions of education. Fröbel designed children’s educational learning material known as Fröbel Gifts, which consisted of building geometric blocks and a patterned activity blocks. These blocks were a self-directed activity for children to learn with. Children learn by playing with the Fröbel Gifts games through holding, dropping, rolling, swinging and hiding the blocks. Fröbel Gifts taught children the knowledge of objects spatial relationships, movement, speed, time, color contrast, weight and gravity, (Inventing Kindergarten, Norman Brosterman, 1997). Fröbel created activities involving singing, dancing, gardening and playing with the Fröbel Gifts games called kindergarten, (Wollons, Roberta. L. Ed; Kindergartens and Cultures: The Global Diffusion of an Idea, Yale University Press, 2010). 

Dr. Thomas Abdul Rasheed, MFA/PhD

10/15/2023

Dr. Thomas Abdul Rasheed -Research -Games and Learning Oct. 2023

Abstract

Today’s adolescent and young adult learners live in a society of digital and interactive computer technologies that drive many of their social activities. These include cell phones, tablets, laptops, Internet communications, social networking, and videogames, to name a few. However, when it comes to U.S. schools and colleges, (Squire, 2021)In particular, the videogame industry of recent decades represents one of the largest influences on American adolescent and young adult culture(Squire, 2021). As a result, within the past 10 years educational scholars have become increasingly interested in studying and using games for learning. Their findings indicate that 21st-century adolescent and young adult education can be enhanced and improved with the use of interactive videogames, which is intrinsically linked to the new 21st-century learner’s social life (Shaffer, Squire, Halverson, & Gee, 2005).

Games User Centered Interactive Technology

The flexibility of educational videogame technology allows learners the option to play the game on various platforms such as cell phones, tablets, televisions, and desktop and laptop computers. These user centered learning tools can foster continuous learning engagement for improving academic achievement because they typically are available 24 hours a day, seven days a week. The technology used in videogames engages the  player/user in familiar interactive problem solving by making choices and examining consequences. Traditional learning is unable to provide engagement at this level for the students (Gee, 2014). Educational information in the technology of videogames presents more than books by using multimedia, interactivity, and visual engagement (Squire, 2021); Whitehead, 1929). The technology allows players to engage in interactive problem solving by making choices and examining consequences that traditional educational learning environments fail to provide the learner (Zimmerman, 2008) 

According to Pivec and Dziabenko (2004), engaging in videogames creates an opportunity for the player to learn by experiencing. They contend that learning by studying is not as effective as learning through an interactive experience. The educational gaming environment draws on the practice of facilitating learning by engaging the learner into the technology of interactive self-growth and discovery that fosters academic achievement.

De Aguilera and Mendiz (2003) found that people who play videogames have better intellectual problem-solving skills compared to those who do not play videogames. Educational game designers can engage videogame players in various problem-solving scenarios that can be targeted to their interests. Another key aspect of educational videogames is self-evaluation. This refers to the continuous gameplay process that causes the player to strive for improvement in a competitive environment. This promotes persistence in the learners as they pursue improved performance to advance to different levels of achievement in the game (Shafer, 2012a)

Commercial Videogames and Educational Games

According to (De Freitas, 2018) educational games should use the same game strategies and technology that have been established in commercial videogames. She also explains that the strength of educational games is how they use visual communications, collaborative technology, interactivity, and the element of entertainment. De Frietas thinks that game developers, visual artists, graphic designers and instructional designers should work collectively to design effective and motivating educational games. Squire (2011) also argued that graphic designers are sometimes omitted from the process of educational game design. Squire explains that most educational game designers today are led by educators or computer programmers, who failed to see the value of visual literacy in educational game design. (Gee, 2014) explains that it is important for game-based learning to be established in schools to motivate and engage students in interactive practice, feedback, challenges, and assessments. Gee argues that successful games are designed and developed for the player to master a skill necessary to complete the game. 

Katie Salen (Zimmerman, 2008), the executive director of the Institute of Play, explains how videogames provide 21st-century adolescent and young adult learners with skills in problem solving and critical thinking that are essential in a world of changing technology. She also contends that schools have a responsibility to teach and equip today’s adolescents and youth with the ability to problem solve and learn new things daily through interactive engagement in technology. With the financial support of the MacArthur Foundation and the Gates Foundation, she started Quest to Play in New York City and Chicago Quest in Chicago. In these two high school institutions, curriculum design is a collaboration of teachers, game designers, and instructional and curriculum designers. The students are engaged in playing and designing games in all courses, from art, math, science, history, social studies, language arts, to music.

Epistemology Games Epistemology is a branch of philosophy that is focused on methods used in acquiring knowledge. Shaffer (Gee & Shaffer, 2010) teaches educational psychology and epistemic educational videogame design. His concept of epistemic educational videogame design strategy is to integrate the activity of professional career practice with virtual game simulation technology. Shaffer’s position is that epistemic educational videogames can provide meaningful problem-solving activities that can help learners understand professional career paths such as engineering, journalism, law, the sciences, and medicine. 

Kurt Squire, co-founder of the Games, Learning and Society Group and professor at the University of Wisconsin-Madison, researches effective learning through educational videogame design simulation. He argues that videogames produce problem-solving skills in learners. He also emphasizes the need for more empirical research studies on the effectiveness of videogames as learning tools. Last, he explains how educational videogames allow learners to receive instant feedback to improve skills and advance to higher levels of gameplay and problem-solving (Steinkuehler et al., 2012).

Richard Van Eck, an associate professor at the University of North Dakota, states that empirical studies on game-based learning can demonstrate the effectiveness of educational games in improving student motivation and academic achievement. Van Eck argues that games involve problem-solving activity, and believes that games are effective learning tools because the learner engages in theoretical constructs such as cognitive psychology, behaviorism, and constructivism. He also explains how game-based learning allows the student to develop problem-solving and computer technology skills simultaneously. Van Eck’s position is that it is challenging for researchers to measure complex variables and controlled conditions that are characteristic of game-based learning environments. He concludes that more empirical research studies are needed to help support claims of game-based learning’s effectiveness (Van Eck, 2010).

(Squire, 2021) states that drill and practice educational games could easily be integrated into schools’ and colleges’ curriculums. This would influence the educational technology field’s research and development on the use of videogames and learning (Bowman, 1982; Malone, 1982).However, very few comprehensive empirical research studies have been produced on historical drill and practice educational games that prove their effectiveness in learning environments (Gredler, 2013). Instructional designers and educators have new opportunities to develop more empirical research studies in the effectiveness of learning with educational videogames. 

Games User Experience of Repetition

Another important feature of videogames as learning tools is that they promote long-term learning through repetition. The Greek philosopher Aristotle said, “We are what we repeatedly do. Excellence, then, is not an act but a habit.” Educational games engage learners in mental workouts involving competition, repetitive problem solving, and decision making. The repetitive activity inherent in interactive educational videogames is a key principle that allows people to retain and store information in their long-term memory (Johnson et al., 2016).

Additionally, educational videogames have the ability to assess learners’ performance instantaneously while they are engaged in the game’s activities. This creates the opportunity for the learner to improve.Additionally, videogames can be adjusted or tailored specifically to the learning style of the game player. The activities of videogames can produce persistent learners who improve because of the repetitive and interactive problem-solving activities in which they are engaged (Gee, 2011).

Learning Principles in videogames

Many education scholars have researched the embedded learning principles found in videogames (Van Coller, 2017). Educational game design strategy is a process used by designers to develop and create educational games. The motivating learning outcomes of educational and commercial videogames have been identified as learning principles (Gee, 2011). The process of educational game design include, integrating instructional content with interactive gameplay, motivational factors, user-centered learning strategies, and the instant feedback assessment of students. Effective educational games design focused on game instruction, educational content, game challenges, academic performance, games rules, technology, music and sound effects, communication, motivational elements, art/graphic elements, gameplay activities, feedback/ assessments and learning outcomes. 

According to (Pivec & Pivec, 2013), when one plays a videogame, it creates an opportunity for the player to learn by experience. The authors argue that learning by engaging in studying is not as effective as learning through an interactive experience. (Aguilera, 2022) expresses that people who are engaged in playing videogames are better skilled at intellectual problem-solving compared with people who do not play videogames. Playing videogames allows the learner to participate in their own process of learning through experience. Videogame players become persistent learners in their pursuit for improving their performance to advance to different levels of achievement in the game they are playing (Shafer, 2012b).

Educational Technology and Learning

Educational technology is the study and ethical practice of facilitating learning and improving academic performance by creating, using, and managing appropriate technological processes and resources. The four most important definitions in the field of educational technology that educational games draw upon are the following applications: 

Creativity, learning, improving, and computer technology (Steinkuehler & Squire, 2014). Games have been used in academic learning environments throughout history, and modern videogames provide even more options than ever before to support learning outcomes. For example, the flexibility of educational videogame technology provides learners options in equipment use because they have the ability to be used on cell phones, tablets, televisions, desktop or laptop computers, and (Gee, 2011). Also, educational videogames can be played in a virtual synchronous online environment that facilitates learning with flexible times and locations. U.S. President Barack Obama launched an “Educate to Innovate” campaign at the White House in 2009 to improve U.S. students’ performance in science, technology, engineering, and mathematics (STEM). President Obama explained that the first step in improving education in the United States is to harness the power of media, interactive videogames, and hands-on learning (The White House, 2009). 

Educational games revealed evidence of user-centered videogame design strategies to improve academic achievement and motivation. Designing and developing educational games has an intrinsic relationship with the president’s “Educate to Innovate” campaign because both share an interest in improving learner’s performance using the interactive technology and strategies of videogames. 

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