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The game, EduTorcs, challenges students to design control algorithms that drive virtual cars and balance virtual bicycles. Engagement is framed through flow theory and measured using the Experience Sampling Method, comparing pre-implementation and first full implementation years and exploring links to student and situational characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/measuring-engagement-as-students-learn-dynamic-systems-and-control-with-a-video-game/589405/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/measuring-engagement-as-students-learn-dynamic-systems-and-control-with-a-video-game/589405.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What video game was used in the course intervention, and what tasks did students perform?","Question",{"text":112,"@type":113},"The study used EduTorcs. 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D. COLLER  \nDepartment of Mechanical Engineering  \nDAVID J. SHERNOFF  \nDepartment of Leadership, Educational Psychology, and Foundationsand  \nANNA D. STRATI  \nDepartment of Leadership, Educational Psychology, and Foundations Northern Illinois University  \nDeKalb, Illinois  \nABSTRACT  \nThe paper presents results of a multi-year quasi-experimental study of student engagement during which a video game was introduced into an undergraduate dynamic systems and control course. The video game, EduTorcs, provided challenges in which students devised control algorithms that drive virtual cars and ride virtual bikes through a simulated game environment. Engagement was conceptualized through the theoretical framework of flow and measured with a technique called the Experience Sampling Method. The study compared engagement and other experiential measures in the last year before the game was introduced and in the year in which the game was fully implemented for the first time. Furthermore, the investigation made attempts to find connections between in-the-moment engagement and characteristics of students and situational factors. Finally, the study compared enrollment rates into an advanced level dynamic systems and control course across years, comparing the percentage of students taking the game-based course who chose to pursue the subject further to that of students who took the course without the game.  \nKeywords: video games, controls, dynamic systems, student engagement  \nINTRODUCTION  \nRecently, we began teaching a core undergraduate mechanical engineering course, Dynamic Systems and Control, with a video game. It is a driving game in which students devise control algorithms that make virtual simulated cars execute nimble maneuvers and keep bicycles balanced.  \nWINTER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nMeasuring Engagement as Students Learn Dynamic Systems and Control with a Video Game  \nFor decades, education scholars have been studying video games (e. g. [1–5]) . What they have found is that the most successful games “teach” their players how to solve complex problems. The problems within a game typically start off rather easy and then progressively get more difficult as players’ skills develop. Players are motivated to learn within video games because it is clear that knowledge is powerful. The learning is situated, and occurs through a process of hypothesizing, probing, and reflecting upon the simulated world within the game. The goals are clear. Games provide players immediate and unambiguous feedback on how well they are progressing. Information becomes available to players at just the time they will be able to make sense of it and use it.  \nWithin the highly engaging techniques that game designers employ to get players to “learn” the game, one finds echoes of modern learning pedagogies such as constructionism, inquiry-based learning, and anchored instruction. Much of the emerging scholarship on video game design (e. g.[6–8]) is explicitly grounded in scholarship on cognition, including concepts such as Vygotsky’s zone of proximal development. Theories of what make video games fun [9] focus on learning and problem solving. According to Koster [9], a game becomes fun when it requires players to gain new skills at a deep level that get “chunked” and absorbed into the subconscious mind, and then requires players to apply the skills/knowledge toward some goal. Furthermore, it remains fun if it requires players to gain new skills/knowledge, or transfer their skills to new problems within the game. Ideally, this is the type of “fun” one would like engineering education to be.  \nThe project described in this article is our second effort to incorporate a video game into an undergraduate engineering","cbCaigDxjIljabLO","https://ap.wps.com/l/cbCaigDxjIljabLO","pdf",1578033,32,"English","# Introduction\n## Background on video games in learning\n## Prior efforts and rationale\n## Study context and course redesign","[{\"question\":\"What video game was used in the course intervention, and what tasks did students perform?\",\"answer\":\"The study used EduTorcs. Students created control algorithms to drive virtual cars and keep virtual bikes balanced in a simulated game environment.\"},{\"question\":\"How was student engagement defined and measured in the study?\",\"answer\":\"Engagement was conceptualized using flow theory and measured with the Experience Sampling Method.\"},{\"question\":\"What comparisons were made to evaluate the impact of the game-based instruction?\",\"answer\":\"The paper compares engagement and other experiential measures from the year before the game was introduced with the year when the game was first fully implemented.\"}]","Measuring Engagement as Students Learn Dynamic Systems and Control with a Video Game | PDF",1792067159,81]