KAM VII Case Study
Video game-based learning can potentially impact learning in higher education in positive ways.  This research tests whether adding a simulation game to a college level economics course improved student understanding and application of concepts, as measured by a standardized test.  Significant elements included game participation, with a substantial improvement in test scores for all students playing the video game Zapitalism.  Female students posted greatest improvements through participation in the game.  Outcomes of this research highlight the need for incorporation of experiential learning activities such as game-based learning activities into college economic curricula, and address ways to facilitate such incorporation given positive and negative change forces in the typical higher education environment.