Video game implementation: learning outcomes and perceptions
The purpose of this study was to examine whether student play of a video game designed and developed to teach the engineering process and basic computer programming skills influenced student engagement levels and student knowledge of the engineering process and basic computer programming skills. As the close of the first fifth of the 21st-century approaches, the importance of developing career-ready students has become imperative to address the projected needs of the United States’ job market. With this increasing need to attract students to the various STEM professional fields, capturing students’ interest in education is crucial. Data were collected from a purposeful sample of sixth to eighth-grade students and teachers in lower socioeconomic school campuses in Colorado, New Jersey, and Texas. Results indicated a strong relationship between the implementation of the game and the learning of basic engineering and computer programming skills as indicated by the high t-scores from the participating classes and positive feasibility perceptions from participating teachers.