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Addressing Student Engagement alongside STEAM Learning Participation and Outcomes
The US has a proud history of nurturing many of the minds, organizations and innovations that are shaping and reshaping the world through STEAM (science, technology, engineering, art and math).
Jennifer Doudna and Feng Zhang’s gene editing technologies are rewriting the way we treat genetic diseases. Steve Jobs spurred fundamental changes in portable computing and mobile communications with the iPhone. Amazon Web Services and Andy Jassy laid the foundations for modern cloud computing. Fei-Fei Li’s work on ImageNet provided the bedrock for deep learning and computer vision. The list, genuinely, goes on and on.
But, if the US is to continue to lead STEAM ingenuity deeper into this century, a fundamental shift is likely required. Both general student engagement figures, as well as interest and performance in STEAM subjects, make for unideal reading.
STEAM Learning Benchmarks Largely Indicate Decline or Stagnation
Recent independent research and standardized test results indicate that US K–12 students continue to face challenges in achieving desired outcomes in STEAM.
The Education Recovery Scorecard – analysis created by researchers at Harvard, Stanford and Dartmouth, which enables comparisons across states and districts – demonstrates a lingering hangover from the pandemic. The latest data from Spring 2024 reveals that, nationally, the average student remains half a grade level behind pre-pandemic levels in reading and math.
The National Assessment of Education Progress (NAEP), administered by the Center for Education Statistics (NECS), tells a similar story. For example, 2024 NEAP data revealed average score drops in mathematics for both fourth-grade students (241 in 2019, to 235 in 2024) and eighth-graders (282 to 274) over the reporting period. Additionally, the seven-point-decline in average math scores for 9-year-old students, recorded between 2020 and 2022, represents the first-ever decrease since the NEAP began in 1971.
The five-point drop in reading scores – for the same cohort, over the same period – is the biggest in reading achievement since 1990. National Center for Science and Engineering Statistics (NCSES) unpacks how “COVID-19 pandemic set national educational progress in mathematics back approximately 20 years” here.
Similarly, data from the latest NAEP Science Assessment tells a troubling tale – and that’s without yet knowing the impacts of the pandemic (the last study was conducted in 2019). Compared to 2015, the average science score was two points lower in 2019: Fourth-graders dropped by two points, average eighth-grade results remained stagnant, with twelfth-graders showing no significant change either.
As of 2016, NAEP assessments indicated stagnant or declining proficiency levels in visual arts among eighth-grade students compared to previous years. In the case of arts, accessibility is also a primary driver: The Arts Education Data Project (AEDP), based on data analyzed from the 2019 school year, delivered the first-ever review of the status and condition of music and arts education in US public schools using large-scale student participation data. Culminating in the National Arts Education Status Report, findings indicated that – despite progress – millions of public school students lacked ideal access to arts programs.
Access the full report and interactive dashboard with statistics HERE >
It should be noted that when it comes to NAEP Technology and Engineering Literacy Assessment results, the latest data shows a small two point increase in eighth-grade average scores (152 in 2018, compared to 150 in 2014). Similarly, students achieving at or above the ‘NEAP Proficient’ level rose slightly (43% in 2014 to 46% in 2018).
International comparisons also paint a sobering picture: Whilst more mixed, results from the Program for International Student Assessment (PISA), as reported by the Pew Research Center, aren’t much to write home about. Released in 2023, the 2022 data reveals a marked decline in mathematics performance, and stagnation in reading and science scores, compared to other OECD nations.
The 2022 results ranked US 15-year-olds 28th of 37 OECD countries in mathematics; a 13-point decline compared to 2018. In science , US students ranked 12th of 37 nations, with their average science score (499) almost unchanged compared to 2018. PISA does not directly measure technology and engineering literacy per se, encompassing related competencies within the science domain.
These findings and comparisons, though somewhat limited in their ability to provide definitive yardsticks, do highlight both the challenge and need to readdress ways in which we can boost STEAM competencies in our schooling system. This STEAM-specific set of challenges also coincides with a separate but related issue – boosting student engagement in a post-pandemic world.
Re-engaging Students Remains a Challenge in 2025
Unfortunately, the fact is that large-scale student disconnect – which spawned as a result of the COVID-19 pandemic and its responses – lingers today. According to research published in PNAS (the Proceedings of the National Academy of Sciences), the foremost peer-reviewed journal of the National Academy of Sciences, chronic absenteeism amongst K - 12 students in the US nearly doubled nationally. Figures climbed from 14.8% during the 2018 - 2019 school year, to 28.3% in the 2021 - 2022 school year. Chronic absenteeism is defined as missing 10% or more of school days.
Thankfully, data reported as part of the Return To Learn Tracker initiative indicates that chronic absenteeism is on the way down. However, while declining in 38 of 44 states reporting data in 2023, chronic absenteeism was still “71% greater than the national pre-pandemic baseline”.
Though incomplete, the latest data shows further reductions in 25 of 30 US states that have submitted chronic absenteeism records for the 2023-2024 school year (as of January 17th 2025). However, the latest reported rates of chronic absenteeism still remain substantially higher, in all states, compared to pre-pandemic levels.
So the key question becomes this: How can we address these two significant challenges? How do we keep re-engaging students in the learning process at large, while also piquing their interest and performance in STEAM disciplines?
Video Game Design in Schools:
Harnessing Existing Passion and Uniquely Integrating STEAM Disciplines
At GameU, we believe that Video Game Design is a technical vocation that’s uniquely well-positioned to help schools engage students and teach STEAM skill-sets in an integrated fashion.
Today, educators understand the benefits of exploring STEAM subjects through an integrated lens. But, combining these concepts in a teachable format is hard. This is where Game Design comes in.
Game Design provides a practical framework for combining, teaching and assessing STEAM disciplines. Why? Because it naturally incorporates so many of them:
- From Science and Technology components related to physics simulations and coding;
- Engineering skill sets required to design in-game structures and systems;
- Artistic capabilities that bring games to life through visual design, compelling storytelling and sound production;
- To Mathematics, used to calculate the trajectories of game characters and objects.
And, importantly, video games are also an ideal vehicle for delivering STEAM education. Why? Because it’s an area in which students are already engaged.
According to the American Academy of Pediatrics, more than 90% of children over the age of two play video games.
And, it’s these qualities – the natural integration of STEAM disciplines, combined with its inherently engaging format – that makes Game Design ideal for solving these two big challenges we’re seeing in today’s schooling system:
- The decline in the number of students meeting growth targets in STEAM subjects;
- The decrease in student engagement, with climbing rates of absenteeism and behavioral issues.
A recent Scholastic study – cited in the EducationWeek article, Gaming Is Part of Teen Life. These Districts Use It for Better Student Outcomes – demonstrated that implementing a Game Design or eSports curriculum can play a significant role in re-engaging students – both in STEAM and the school environment generally.
The report interviewed 627 students participating in Moreno Valley Unified School District’s (MVUSD) eSports and Game Design program – one of the largest K - 12 programs of its kind in the world.
Over the past two school years, the MVUSD program has led to positive student outcomes:
District data indicates that participants have improved attendance and behavior. In the 2022-23 school year, there were also correlations between program involvement and higher scores on state standardized tests in English/language arts and math.
And, when it comes to connection and competency with STEAM learning specifically, there’s an exciting body of qualitative and quantitative research that suggests incorporating Video Game Design into K - 12 Curricula yields demonstrably positive results.
What the research says:
The impact of Game Design on K - 12 STEAM Engagement and Performance
Case studies and research projects across elementary, middle, and high school levels document the benefits of teaching Game Design. Here are a few examples that highlight both student engagement gains and academic improvements.
Elementary school research example: Kafai’s 1995 study – Game Design as an Interactive Learning Environment For Fostering Students’ and Teachers’ Mathematical Inquiry – provides a well-referenced example of the potential benefits for younger students. In summary, a class of fourth-graders spent a semester designing computer games to teach fractions to younger students. Researchers found the process was effective for math learning – the fourth-graders significantly improved their understanding of fractions after making their games. This case demonstrates that even at the elementary level, Game Design can be a powerful tool to reinforce math concepts.
Middle school research example: A study involving over 10,000 middle-school students, known as the Scalable Game Design project, reported high student motivation when Game Design was incorporated into the curriculum. Specifically, 74% of male and 64% of female participants expressed a desire to continue with similar courses as electives. Importantly, the study also highlighted substantial participation among diverse groups, with 45% of the participants being female and 56% from minority backgrounds. This suggests that integrating Game Design into education can effectively broaden participation in STEAM fields.
High school research example: An Urban Arts Partnership (UAP) initiative, called the Game On project, delivered a Video Game Design program aimed at improving student learning in computer sciences. The goal was simple: During this year-long course, students were taught how to design and develop their own video games – “complete with original art, music, and storytelling elements” – which would simultaneously equip them with the learnings needed to pass the Advanced Placement Computer Science Principles (AP CSP) exam. The result? Students in the program achieved an 84% pass rate on the AP CSP exam, far above the national average (67%).
Where to next?
We think there’s a lot more to be said here. So you’ll see more research, commentary and thought leadership-based materials published by GameU about the benefits of integrating Video Game Design into K - 12 school settings throughout 2025 and beyond.
GameU’s experience, and independent studies, point to the significant ways in which Video Game Design enhances student engagement and STEAM learning outcomes. Heightened engagement in STEAM concepts specifically translates into academic gains – from mastering computing concepts and scoring higher in math, to improving creative and communication skills. It not only prepares students with technical skills in programming and design, but also nurtures creativity, collaboration, and critical thinking.
As more schools adopt Video Game Design curriculum, best practices and long-term impacts will become even clearer. But current findings already give cause for optimism: When students design video games, they are actively engaged in STEAM learning, and show measurable improvements in knowledge and skills. By harnessing students’ passion for gaming, educators can inspire the next generation of programmers, scientists, technologists, engineers, artists, and storytellers all at once.
About GameU
GameU is a leading provider of premium online video game design courses, which teach students the skills they need to succeed in the video game industry and STEAM-related careers. With curriculums crafted and taught by education experts and professional game developers, GameU virtually delivers a wide range of programs across three main avenues:
- For schools and districts: Built specifically for K-12 school environments, GameU’s Hybrid+ Program transform students’ love of gaming into valuable STEAM skills with a blend of live instruction, on-demand learning and 1-to-1 training for in-classroom educators
- All Abilities: Private one-to-one classes, tailored to each students’ needs, including neurologically diverse individuals
- On-demand: Access to recorded classes, curriculum and game design software via Orbit, GameU’s Self-Guided Learning Platform
GameU provides a comprehensive learning experience that includes both live instruction and self-paced study. GameU is dedicated to empowering students and educators alike, helping them stay ahead of industry trends, to prepare them for the future of game development.
For more information, visit game-u.com
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