Evaluating Martha Madison: Developing analytical tools for gauging the breadth of learning facilitated by STEM games

Gameplay Engagement and Learning in Game-Based Learning

“…The findings also imply that challenges may sometimes cause more frustration than enjoyment for students (Bopp, 2006;Simkins et al, 2012). The results from this review indicate that challenges could threaten engagement and learning if they do not match students' abilities (Tan et al, 2013).…”

“…When playing games that included challenges, students were more curious about the content area and developed an understanding of the topic (Tan et al, 2013); it seems that, in the presence of challenges, the students felt that although the game was difficult, it was still fun. As a result, the students were engaged (Ke, 2008a;Simkins, Egert, & Decker, 2012). When facing challenges, the students explored the environment and were less frustrated by difficult tasks (Sadler et al, 2013); their knowledge of the subject and their identification of appropriate strategies to solve specific issues also seemed to improve as a result of challenges (Rubin-Vaughan, Pepler, Brown, & Craig, 2011).…”