Using Video Games to Trigger Interest Emergence and Task Engagement in Science Classrooms

Interest is a powerful predictor of subsequent academic motivation and success, and behavioral psychologists and teachers alike have struggled to find the best method of getting students excited and engaged in classroom activities (Hidi & Harackiewicz, 2000). The current study proposes that video games are an excellent vehicle for producing an initial trigger to allow interest formation to take place. By using the educational video game Virulent in a 7th grade science classroom, it was demonstrated that in-class educational video game play led to higher task involvement for a science-based learning activity, as well as greater levels of interest, enjoyment, and free-time media use, when compared to a more traditional reading assignment. Methodological shortcomings of the present study and future direction of the research are discussed.