The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts.
Saved in:
| Title: | The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts. |
|---|---|
| Authors: | Bong, Ji Yae1 (AUTHOR) jbong@charlotte.edu, Shaw, Ross2 (AUTHOR), Sperano, Isabelle3 (AUTHOR), Andruchow, Robert3 (AUTHOR) |
| Source: | Interactive Learning Environments. Jun2026, Vol. 34 Issue 4, p2129-2148. 20p. |
| Subjects: | Educational computer games, Student engagement, Postsecondary education, Educational technology, Academic achievement, Biology education, Gamification |
| Abstract: | Despite extensive research demonstrating the effectiveness of digital educational games in enhancing various learning outcomes, skepticism persists regarding their practical applicability in diverse educational settings. This study addresses a significant gap in literature by providing an empirical evaluation of a cellular biology educational game in post-secondary biology instruction across varied delivery contexts. The tower defense game, Life on the Edge, was assessed for impacts on academic achievement, multidimensional engagement, and disengagement after controlling learner factors (perceived prior knowledge, goal orientations, and game experience) in different biology undergraduate course contexts (online and face-to-face lecture and laboratory) at a Canadian public university. Nine hundred seventy-four students participated in the study, of which 449 were in experimental groups using the game, and 525 were in control groups using alternative learning resources. We conducted a t-test and found no significant differences in academic achievement within the three-course contexts. However, multivariate analysis of covariance (MANCOVA) showed that integrating the game in different course contexts improved behavioral, cognitive, and emotional engagement while reducing behavioral disengagement. This study provides empirical evidence of the engagement benefits of integrating educational video games into diverse course contexts. However, cognitive and emotional disengagement effects were inconsistent across these settings, highlighting the complexity of learner-game interactions. These results underscore the need for tailored implementation strategies to optimize the impact of digital games in education. By bridging research and practice, the study contributes to the theoretical understanding of game-based engagement and practical approaches for integrating educational games into post-secondary curricula. [ABSTRACT FROM AUTHOR] |
| Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: egs DbLabel: Engineering Source An: 194299803 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bong%2C+Ji+Yae%22">Bong, Ji Yae</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jbong@charlotte.edu</i><br /><searchLink fieldCode="AR" term="%22Shaw%2C+Ross%22">Shaw, Ross</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sperano%2C+Isabelle%22">Sperano, Isabelle</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Andruchow%2C+Robert%22">Andruchow, Robert</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interactive+Learning+Environments%22">Interactive Learning Environments</searchLink>. Jun2026, Vol. 34 Issue 4, p2129-2148. 20p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+computer+games%22">Educational computer games</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite extensive research demonstrating the effectiveness of digital educational games in enhancing various learning outcomes, skepticism persists regarding their practical applicability in diverse educational settings. This study addresses a significant gap in literature by providing an empirical evaluation of a cellular biology educational game in post-secondary biology instruction across varied delivery contexts. The tower defense game, Life on the Edge, was assessed for impacts on academic achievement, multidimensional engagement, and disengagement after controlling learner factors (perceived prior knowledge, goal orientations, and game experience) in different biology undergraduate course contexts (online and face-to-face lecture and laboratory) at a Canadian public university. Nine hundred seventy-four students participated in the study, of which 449 were in experimental groups using the game, and 525 were in control groups using alternative learning resources. We conducted a t-test and found no significant differences in academic achievement within the three-course contexts. However, multivariate analysis of covariance (MANCOVA) showed that integrating the game in different course contexts improved behavioral, cognitive, and emotional engagement while reducing behavioral disengagement. This study provides empirical evidence of the engagement benefits of integrating educational video games into diverse course contexts. However, cognitive and emotional disengagement effects were inconsistent across these settings, highlighting the complexity of learner-game interactions. These results underscore the need for tailored implementation strategies to optimize the impact of digital games in education. By bridging research and practice, the study contributes to the theoretical understanding of game-based engagement and practical approaches for integrating educational games into post-secondary curricula. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=194299803 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10494820.2025.2541382 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 2129 Subjects: – SubjectFull: Educational computer games Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Biology education Type: general – SubjectFull: Gamification Type: general Titles: – TitleFull: The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bong, Ji Yae – PersonEntity: Name: NameFull: Shaw, Ross – PersonEntity: Name: NameFull: Sperano, Isabelle – PersonEntity: Name: NameFull: Andruchow, Robert IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10494820 Numbering: – Type: volume Value: 34 – Type: issue Value: 4 Titles: – TitleFull: Interactive Learning Environments Type: main |
| ResultId | 1 |
