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This research considers the impact of a digital science game that provides immersive experiences in which participants take on the role of a scientist and learn through active engagement with simulated science environments and tools. Wake: Tales from the Aqualab is an immersive web-based middle school science game designed to teach science practices of experimentation, modeling, and argumentation in aquatic ecosystems. This paper describes findings from a study of approximately 250 middle school students who used a beta version of the game over two weeks. A pre-post survey of affective measures found significant gains in student science identity, self-efficacy, and interest. Classroom observations and interviews with students and teachers supported these findings, suggesting that the immersive qualities of the game helped students think of themselves as scientists and engage in authentic science practices, contributing to shifts in students’ attitudes and beliefs about science. 

As digital games and simulations continue to see use in both formal and informal learning contexts, it becomes increasingly important to understand the goals, motivations, and interests of the learners using them. Recently, there has been increased interest in identifying the different engagement profiles of learners playing games, descriptions of groups of learners’ tendencies and preferences when playing digital games. These engagement profiles represent a powerful tool for designers looking to create personalized and adaptive learning environments. In this work, we explore two aspects of these engagement profiles. First, we explore the different profiles of engagement in a large sample of elementary and middle school learners playing the history game Jo Wilder and the Capitol Case (2019) in a variety of contexts, using the data from a self-report survey. Second, we explore the effect that minor game dialogue changes had on learners’ perceptions of different game elements, such as character likeability and humor, as well as personal preferences, such as enjoyment of history. These findings highlight opportunities for personalized and adaptive game design that leverage players’ goals and motivations. 

As digital games and simulations continue to see use in both formal and informal learning contexts, it becomes increasingly important to understand the goals, motivations, and interests of the learners using them. Recently, there has been increased interest in identifying the different engagement profiles of learners playing games, descriptions of groups of learners’ tendencies and preferences when playing digital games. These engagement profiles represent a powerful tool for designers looking to create personalized and adaptive learning environments. In this work, we explore two aspects of these engagement profiles. First, we explore the different profiles of engagement in a large sample of elementary and middle school learners playing the history game Jo Wilder and the Capitol Case (2019) in a variety of contexts, using the data from a self-report survey. Second, we explore the effect that minor game dialogue changes had on learners’ perceptions of different game elements, such as character likeability and humor, as well as personal preferences, such as enjoyment of history. These findings highlight opportunities for personalized and adaptive game design that leverage players’ goals and motivations.