2026 ASEE Annual Conference & Exposition

Work-In-Progress: A Scoping Review of Factors Influencing the Success of Digital Games in Engineering Education

Presented at Computers in Education (CoED): Poster Session - Division Special Events (1 of 4) -- M208

This Work-in-Progress paper under the Methods/Theory category conducts a scoping review of the existing literature, examining the impacts of digital game experiences on student motivation and learning outcomes within engineering education. With the ever-growing usage of digital technology and its integration in the classroom, it is increasingly important to understand the components that influence student engagement and skill development in these game-based experiences. Digital games across single and multiplayer experiences offer unique ways of fostering motivation, collaboration, and problem solving. However, oftentimes studies do not apply standardized assessments for measuring these constructs and any changes as a result of the game-based implementation. Therefore, this review aims to synthesize existing research in digital games within engineering education and their approaches to assessment.

The methodological framework that will drive this study is grounded in an established iterative procedure for scoping reviews. This process consists of two phases: (1) identification of relevant academic papers using a broad search query in academic databases, and (2) the review of the literature identified after refinement through application of specified exclusion criteria. These papers will be processed through title review, abstract review, and full-text analysis. This paper will focus upon the identification of relevant papers and screening of papers through the abstract review phase. The selected approach will provide insight into the gaps within the existing literature on the assessment of digital game-based learning in engineering education.

As digital games continue to gain traction within educational settings, this study holds significance in its potential to guide future empirical studies and instructional design. The immediate goals for this work-in-progress paper are to develop a refined dataset for the scoping review and conduct a detailed analysis of existing literature to support future studies for digital games in engineering education. By identifying gaps in digital game assessment within engineering this review will support the refinement of future digital game implementations in engineering education.

Authors

Ms. Tristan Letizia Rowan University [biography]

Tristan is a GANN Fellowship Ph.D. student in Engineering Education, building on a foundation from their bachelors in civil and environmental engineering at Rowan University. Her research explores how digital game experiences in STEM education impact student motivation and learning outcomes; Building upon passion from an early introduction to STEM through digital games. Under the guidance of Dr. Wilson, Tristan also investigates mental health and well-being in engineering.
They aspire to become a professor in engineering education and to drive innovative approaches that enhance both engineering and STEM education.
Dr. Cheryl A Bodnar http://orcid.org/0000-0002-8665-9839 The Ohio State University [biography]

Dr. Bodnar is a Professor in the Engineering Education Department at The Ohio State University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.
Dr. Sarah A Wilson University of Kentucky [biography]

Sarah Wilson is an assistant professor in the Department of Chemical and Materials Engineering at the University of Kentucky. She completed her bachelor's degree at Rowan University in New Jersey before attending graduate school for her PhD at the University of Massachusetts.
Dr. Sindia M. Rivera-Jiménez http://orcid.org/0000-0001-8325-1136 University of Florida [biography]

Dr. Rivera-Jiménez is an Assistant Professor at the Department of Engineering Education (EED) and an affiliate faculty to the Department of Chemical Engineering at the University of Florida. Her research focuses on understanding the role of engineering communities while enacting their agency in participatory and transformational change. She is particularly interested in broadening the participation of minoritized communities by studying the role of professional development in shaping organizational cultures. As an education practitioner, she also looks at evidence-based practices to incorporate social responsibility skills and collaborative and inclusive teams into the curriculum. Dr. Rivera-Jiménez graduated from the University of Puerto Rico at Mayagüez with a B.S. and Ph.D. in Chemical Engineering. She earned an NSF RIEF award recognizing her effort in transitioning from a meaningful ten-year teaching faculty career into engineering education research. Before her current role, she taught STEM courses at diverse institutions such as HSI, community college, and R1 public university.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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