Comparison Between Two Types of Educational Computer Games

<jats:p> Background. Educational computer games can enhance learner engagement and content knowledge gain. Video games based on Malone’s theory of game design that involve challenge, fantasy, and curiosity can help improve learning. </jats:p><jats:p> Aim. The purpose of the study is to compare differences between two drill-and-skill games to learn French phrases. Variables examined were student engagement, content knowledge gain, and demographical implications (e.g., gender, minority status, and socio-economic status). One of the games in the study meets Malone’s theory of game design. </jats:p><jats:p> Method. This quasi-experimental study divides participants into two groups, each playing a different type of drill-and-skill game. Instruments to collect data include a pre- and post-test on French phrases and a digital game engagement questionnaire. Participants receive a short instructional session, game play time, and instruments to complete. </jats:p><jats:p> Results. No significant results have been found in content knowledge gain and engagement between participants in the pre- and post-tests. A slight difference in relation to minority status has been discovered. Feedback from the participants show a positive response toward the games, except that some distraction and technicality have interfered with their learning. </jats:p><jats:p> Conclusion. Although results are inconclusive, drill-and-skill computer games can be a tool to enhance learning and provide student engagement. </jats:p>