A Novel 'Game Design' Methodology for STEM Program

Abstract

A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.