College - Author 1

College of Architecture and Environmental Design

Department - Author 1

Architectural Engineering Department

Degree Name - Author 1

BS in Architectural Engineering

Date

5-2026

Primary Advisor

Anahid Behrouzi, College of Architecture and Environmental Design, Architectural Engineering Department

Abstract/Summary

Civil engineering education has traditionally emphasized a linear progression from theory to application, with foundational concepts introduced in lecture before being reinforced through laboratory or design experiences. While effective for advanced learners, this approach can limit early engagement for K–12 students who may struggle to connect abstract principles to realworld engineering practice. This project examines the use of video games as interactive, feedback-driven environments for introducing civil engineering concepts and practices to younger learners in more exploratory and accessible ways.

The study pursues four primary objectives: evaluating the educational affordances of selected video games; examining how gaming experiences have influenced engineering students’ and practitioners’ interest in STEM pathways; capturing faculty and educator perspectives on integrating games into civil engineering instruction; and informing the development of curriculum modules for K–12 outreach. The games examined span structural engineering, construction, and urban planning contexts and include Builder Simulator, Cities: Skylines, INFRA, Minecraft, Poly Bridge, SimCity, The Sims 4, West Point Bridge Designer, and World of Goo. Across these titles, gameplay mechanics such as structural loading, resource allocation, financial constraints, iterative design, and infrastructure resilience reflect core aspects of civil engineering practice.

Three complementary methods are used to assess the educational potential of these games. First, a structured gameplay rubric evaluates how game mechanics align with key engineering principles during active play. Second, a survey of undergraduate engineering students and practicing professionals examines gaming frequency, motivations for play, and perceptions of video games’ educational value, with particular attention to problem-solving, creativity, and early exposure to engineering concepts. Third, an interview of faculty provides qualitative insight into perceived benefits, limitations, and strategies for effective classroom and outreach integration.

Overall, the findings suggest that video games can meaningfully complement traditional civil engineering outreach by reinforcing conceptual understanding, supporting systems thinking, and broadening access to STEM learning experiences. By linking gameplay to educational pathways and proposing structured approaches for K–12 implementation, this work demonstrates how thoughtfully integrated games can enhance engagement, foster creativity, and support diverse learners while contributing to broader efforts to incorporate emerging technologies into STEM pedagogy.

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