Videogames are changing curriculum and that games are more than a simple form of entertainment (Shaffer, Squire, Halverson, & Gee, 2005). It explains that student learning can be enhanced by experiences in wide virtual worlds. These worlds can allow students to interact as a communal. Virtual worlds are useful “because they make it possible to develop situated understanding” (Shaffer, Squire, Halverson, & Gee, 2005, p. 106). This means that students are able to actually experience and experiment with the things that they are learning rather than simply being told them as facts or equations.
A few research studies conclude there is little evidence to suggest that interactive media promote the learning experience (Schmidt & Vanderwater, 2008). Other sources have noted positive impacts on student’s performance. There is a study about a game relating to numerical analysis in an engineering curriculum found that “students experienced significantly more intellectual intensity, intrinsic motivation, positive effect and overall student engagement when completing homework” (Coller ; Shernoff, 2009, p. 315). Research studies on the subject has been mixed, but it seems that video games can have a positive effect on learning when used in particular ways.