2025 ASEE Annual Conference & Exposition

Engineering Learning Through Play: Insights from a Systematic Review and Meta-Analysis of Digital Games in Higher Education

Presented at ERM WIP I: Methodological Applications in the Disciplines

In this systematic review and work-in-progress meta-analysis, we seek to enhance our understanding and guide the future direction of games in engineering education by leveraging existing discoveries and linking them to informed decision-making for educators, policymakers, and game developers in the engineering field. We conducted a systematic review of major electronic databases, including ERIC, Academic Search Ultimate, APA PsycInfo, using keywords related to digital game-based learning (DGBL), engineering, higher education, and learning outcomes. Our initial search identified 3,195 peer-reviewed studies published between 1993 and 2024. Our inclusion criteria focused on empirical studies that utilized DGBL interventions in formal or informal engineering educational settings. A full breakdown of this process will be given via PRISMA diagram. The screening process involved several stages. Studies were reviewed by at least two researchers and included if they reported quantitative data on engineering student achievement, engagement, or attitudes toward DGBL. Each study underwent coding using established criteria (e.g., sample size, research design, and control group comparability), and relevant data (e.g., effect sizes, sample characteristics, and intervention details) were extracted from each study. After the full screening, a total of 36 studies met inclusion criteria. These studies encompassed a wide range of DGBL formats, including serious games, simulations, human-computer interaction and digital gamified learning environments. Sample sizes ranged from small-scale classroom experiments (n = 17) to large-scale randomized controlled trials (n = 774). Our meta-analysis revealed several preliminary key findings: Overall, DGBL interventions demonstrated a moderate positive effect on engineering learning outcomes. Visuals of these effects will be shared in our presentation. Students exposed to DGBL consistently outperformed their peers in traditional instructional settings. Additionally, the impact of GBL varied across different engineering domains and degree levels. In addition, DGBL positively influenced student motivation and engagement in several studies. The interactive nature of games fostered intrinsic motivation and sustained interest in engineering topics. Our meta-analysis underscores the potential of DGBL in enhancing engineering education. Educators should consider integrating well-designed games into their curricula. However, challenges remain, such as ensuring equitable access to technology and addressing concerns about screen time. Future research should explore optimal game design principles, personalized learning pathways, and long-term effects of DGBL.

Authors

Evan J Aldrich Texas A&M University [biography]

Evan Aldrich is a Ph.D. student in Economics at Texas A&M University, specializing in industrial organization, experimental economics, and behavioral research. He holds a B.S. in Mathematics from the University of Central Florida and an M.A. in Economics from the University of Texas at Austin. Evan is collaborating with the LIVE Lab at Texas A&M to help design and implement a state-wide field experiment that investigates children’s engagement with interactive entertainment in education. The project integrates digital game-based learning to develop a virtual measure of time preferences while exploring how virtual platforms and games influence learning outcomes, economic behavior, and market formation.
Ms. Yanwen Chen Texas A&M University
Alex Gonce Texas A&M University [biography]

Alex Gonce is an undergraduate researcher at the LIVE Lab at Texas A&M University, where they study Computer Engineering with a minor in Neuroscience. They have worked at the lab for over a year, leading a research team and collaborating on multiple projects focused on gamification in education. In addition to their research, they serve as a Peer Teacher for the College of Engineering, where they support instruction in first-year courses, including the introductory Python programming course.
Prof. Aaron Peter Thibault Texas A&M University [biography]

Prof. Aaron Thibault is Director of the LIVE Lab at Texas A&M University, where he is also Director of Games and Esports, and Associate Professor of Practice in Technical Art and Interactive Media. Aaron's research focus is game-based situated learning with an emphasis on tactical decision-making under stress. He leads innovative game design and technology projects with interdisciplinary teams across the university, and with external collaborators in K12 institutions, industry, and government, often including AI investigation. Aaron has led the development and strategy of over 30 commercial videogames including the popular Borderlands games, and brought science research and videogames together through the development of the Borderlands Science "citizen science" game that supported genomic research with millions of game players repairing genetic sequences.
Dr. Michael S Rugh http://orcid.org/0000-0002-0222-5719 Texas A&M University [biography]

Dr. Michael S. Rugh is an Associate Research Scientist at the LIVE Lab at Texas A and M University and Director of STEM Education Research for the Aggie Research Program. He leads interdisciplinary research teams investigating game-based learning and the impact of educational technologies, including video games, simulations, apps, and virtual environments created by the LIVE Lab. With a master’s degree in Mathematics and a Ph.D. in Curriculum and Instruction, his research examines how people learn, with a particular emphasis on interactive and immersive experiences. Dr. Rugh brings several years of K–16 teaching experience in mathematics and science and has served as a reviewer, committee member, editorial board member, and associate editor for organizations such as the National Science Foundation, the Journal of Urban Mathematics Education, and the School Science and Mathematics Association. His recognitions include the Graduate Merit Fellowship from the Association of Former Students and being named the College of Education and Human Development Distinguished Honor Graduate.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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