2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, June 24-27, 2018
One of the difficulties in developing educational games is maintaining player engagement. This engagement is critical for games to provide effective learning experiences. One way to increase engagement in games is to limit interruptions during game play. In educational games, this can be accomplished by incorporating learning or problem-solving elements diegetically. Diegetic elements are those that are part of the game scene. With this in mind, a series of games for Science, Technology, Engineering, and Mathematics (STEM) education has been developed focusing on content in courses that are prerequisites to the engineering curriculum. These games cover topics in pre-calculus, calculus, physics, and chemistry and incorporate learning elements diegetically. This paper will focus on techniques for implementing learning components as diegetic elements in games to increase player engagement. Additionally, concrete examples will be provided to further elucidate these techniques.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education.
Original Publication Citation
Smith, K., & Shen, Y., & Dean, A. W. (2018, June), Incorporating diegetic elements to increase engagement in games for engineering education [Paper presentation]. 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30644
Smith, Katherine; Shen, Yuzhong; and Dean, Anthony W., "Incorporating Diegetic Elements to Increase Engagement in Games for Engineering Education" (2018). VMASC Publications. 73.