2026 ASEE Annual Conference & Exposition

Traditional civil engineering education is often structured around a “theory before practice” model, where students first learn concepts in lecture and then confirm them in a laboratory setting. This paper explores an alternative approach to this, involving leveraging video games as exploratory, feedback-rich platforms for introducing K-12 students to civil engineering.

The objectives of this work are to: (1) evaluate the educational potential of the selected games, (2) survey undergraduate structural engineering students and current practitioners to assess how gaming has shaped their interest in STEM pathways, (3) conduct interviews with faculty and educators to capture perspectives on integrating game-based learning into civil engineering instruction, and (4) develop curriculum modules for integrating games into K-12 education and outreach. The games investigated in this study focus on structural engineering, construction, and urban planning. These include Builder Simulator, Cities: Skylines, INFRA, Minecraft, Poly Bridge, SimCity, The Sims 4, the West Point Bridge Simulator, and World of Goo. These titles embed mechanics such as structural loading, financial constraints, resource allocation, iterative design, infrastructure resilience and sustainability, which all mirror core practices of civil engineering.

Results of the three complementary assessment methods for the initial phase of this project are discussed in this paper. First, a structured rubric is completed during active gameplay which is used to evaluate the aforementioned game mechanics with key principles of engineering practice. Second, a survey of undergraduate structural engineering students and professionals establishes a baseline for understanding how gaming experiences have influenced their educational and career trajectories. Survey questions address gameplay frequency, motivations for play, and perceptions of video games’ educational value, particularly their influence on problem-solving and creativity. It also explores how participants’ gaming experience during their K-12 years shaped their awareness of engineering concepts and sustained interest in STEM fields. Third, interview of faculty complement survey findings by providing deeper insights into individual experiences and perspective on benefits/limitations and approaches of integrating educational gaming effectively into K-12 instruction.

In sum, this paper highlights the potential of video games to complement traditional civil engineering outreach by reinforcing fundamental concepts and broadening access to STEM learning. By linking gameplay experiences with student pathways and proposing frameworks for K-12 implementation, this work emphasizes how thoughtful integration of games can increase engagement, foster creativity, and support diverse learners. Ultimately, this study contributes to a broader effort to integrate emerging technologies into STEM pedagogy and demonstrates how video games can help inspire the next generation of engineers and foster early public appreciation of civil engineering.