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© 1963–2012 IEEE.Contribution: This article presents the design of in–game tools to support learning within an educational video game and investigates the impact of tool usage on engineering students' performance in an introductory digital circuit design course. Background: Despite the level of appeal of video games to college students, there is a lack of empirical evidence of how to design effective games to address educational goals. One component of games that can serve as a support mechanism to help players be successful in the game is the in–game tools. This article investigates the impact of three types of instructional in–game tools on engineering students' performance on digital circuit design tasks. Research Questions: To what extent do different types of in–game tools (content–specific instructional guidance tool, scaffold, and productivity tool) contribute to players' performance on digital circuit design tasks? Methodology: This article presents the design of an educational video game to teach digital circuits design. It presents three discrete types of in–game tools and investigates their impact on students' learning performance. For this investigation, multiple regression analysis was used to show the relations between the tools and learning performance ( {N}=176 ). Findings: The results show the player use of tools that provide content–specific instructional guidance and scaffolding for troubleshooting is correlated with their learning performance. The productivity tool did not significantly contribute to the learning performance of the students.
