The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts.
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| Title: | The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts. |
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| 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] |
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| Database: | Engineering Source |
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