Digital game based learning for supporting engineering learning in 3 different universities

Digital games have been proposed as an innovative method in STEM teaching and learning, however there has been very little research which has evaluated the use of Digital games in STEM education. The aim of this presentation is to discuss the evaluation of Racing Academy for supporting undergraduate students learning of engineering in three different universities. Racing Academy is a digital game that is specifically designed as a way to engage and motivate students in engineering. It achieves this by engaging them in tasks that were authentic, that involve real practice and through which they can see the effects of their choices, interventions and actions. The players had to handle and analyse multiple and multimodal data sources to make considered choices, to reflect on and review their interventions and actions and to collaborate with others and play the game itself. It was used by 329 students from 3 different universities as part of their first year undergraduate engineering course. The project found that after playing Racing Academy there was an increase in students’ knowledge and understanding in all three of the courses. They found it motivating to play, but there were large differences between the three universities in terms of the students’ motivation towards using Racing Academy. In conclusion Racing Academy did successfully support learning in engineering. It provides an example of how digital game based learning can support learning in higher education, however the way the game is embedded in a course impacts on the potential benefits.