LATEST FINDINGS

Our research provides a comprehensive insight into academic performance by examining the impact of the game-based learning intervention in conjunction with learner factors, including perceived prior knowledge, pre-achievement goal motivations, the use of different learning resources, and student engagement and disengagement across multiple dimensions.  These studies have also examined three distinct real-world learning contexts, considering different course delivery modes (online or face-to-face) and specific subject matter within the curriculum. 

Multiple regression analysis and t-tests confirmed that integrating the Life on the Edge (LOTE) game in online courses enhances cognitive and emotional engagement while reducing behavioral disengagement. In the face-to-face course context, the game enhances all dimensions of behavioral, cognitive, and emotional engagement while decreasing disengagement across these dimensions. Similarly, integrating the LOTE game enhances all behavioral, cognitive, and emotional engagement dimensions across different course subject areas while reducing behavioral disengagement.

For more detailed information, please refer to the sources below:

• (Effects of using a serious video game on academic performance, engagement, and disengagement in an undergraduate biology course context) Serious video games can engage learners, promote exploration, build problem-solving skills, and enhance long-term knowledge retention if well-designed. However, studies on digital game-based learning show mixed results and often focus only on positive experiences, neglecting both engagement and disengagement. Understanding both is crucial for preventing dropout and promoting academic progress. Recent research highlights the need to study student disengagement in digital game contexts and calls for consistent terminology in describing engagement and disengagement.
• (Learning supportive game features and flow experience: Applying Self-Determination theory and Flow theory) Self-Determination Theory (SDT) distinguishes between intrinsic and extrinsic motivation and identifies three basic psychological needs—competence, autonomy, and relatedness—essential for well-being. This theory helps understand individuals’ motivations in various learning contexts, including STEM educational games.
• (Designing a digital educational game to support and measure higher education students’ learning of cellular and human biology) Digital education games are recognized as highly effective learning tools that engage students and facilitate knowledge transfer. Despite extensive research on learning-supportive game features, there is still lack of theory guiding effective educational game design. More research is needed to identify factors influencing game effectiveness and to develop a theoritical framework for practitioners.
• (The impact of a digital educational video game on academic achievement, multidimensional engagement, and disengagement in three distinct biology undergraduate course contexts) This study evaluated the cellular biology educational game Life on the Edge in diverse undergraduate biology contexts, finding no significant effects on academic achievement but significant improvements in behavioral, cognitive, and emotional engagement while reducing behavioral disengagement. The results highlight that educational games can enhance student engagement, though effects on cognitive and emotional disengagement vary, emphasizing the need for context-specific implementation strategies.
• (How Can We Integrate an Interactive and Immersive Educational Video Game Into Secondary and Post-Secondary Science Classrooms: A Roundtable Discussion on the Role of Instructors)
  This paper highlights how educational video games, like the award-winning Life on the Edge, can engage students and support learning in biological sciences. It addresses challenges in classroom implementation and provides participants hands-on experience with the game, followed by a conversation on applying such games in teaching practices.