The impact of realism on learning engagement in educational games

Abstract

We describe an evidence-based model for improving the quality and outcomes of game-based instructional materials for K-12 and undergraduate science courses. Our educational game models have been able to address critical issues in developing improved learning outcomes, especially in areas of higher order thinking like clinical judgment, understanding what scientists "do" as they engage in the scientific method, and in language training. The current focus of our work is the importance of realism and learning engagement in instructional games and simulations. In this paper, we use educational frameworks from the Federation of American Scientists and the United States National Research Council as a foundation from which to consider how to study the impacts of realism and engagement in educational games. Using this guiding framework, we have developed a methodology for building and evaluating instructional simulations in the sciences and mathematics that meet exacting standards for evidence-based education. In this paper, we explore the impact of realism and engagement in instructional games and simulations within the context of creating an evidence-based framework for teaching, learning, and assessment of learning outcomes.