This article captures the evolution of research goals and methodologies used to assess the effectiveness and impact of a set of mathematical educational games and animations for middle-school aged students. The researchers initially proposed using a mixed model research design of formative and summative measures, such as user-testing, observations, interviews, and standardized test scores. Over the course of the 5 years, researchers expanded on these qualitative and quantitative methods by adding additional research methods based on additional potential opportunities for formative testing, additional potentials areas of impact, and refining research methodologies. Based on the findings from these methods, the researchers offer recommendations for approaches to evaluating educational game design and animation that support student learning. The authors review the methodologies used (observations, focus groups and panel discussions, pre-and post-tests, self-report surveys and embedded data); environments in which the methods were used (Learning Games Lab Think Tanks, classrooms, summer camps, annual advisory reviews); and three studies (one pilot and two final studies). The researchers close with recommendations for design and evaluation strategies of game-and animation-based learning.

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This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.

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INCLUDES grant focused on collective impact strategies involving STEM outreach, Co-PI for a Broadening Participation grant to increase minority engineering students through engagement in innovation and entrepreneurship, and a Co-PI for an i6 Challenge grant through the U.S. Economic Development Administration (EDA) to foster regional economic development through innovation and new business start-ups. She is institutional integrator for the Partnership for the Advancement of Engineering Education (PACE) at NMSU. She is also co-lead for a NSF funded Pathways to Innovation cohort at NMSU with a focus on integrating innovation and entrepreneurship into the engineering curriculum through a blending of industry and educational experiences. Patricia serves as a commissioner for the Western Interstate Commission for Higher Education (WICHE), is a member of the executive committee for the NM Consortia for Energy Workforce Development, a member of the board of directors for BEST Robotics Inc., and a member of the board of directors for Enchantment Land Certified Development Company (ELCDC -a program that certifies SBA 504 loans that foster economic development.) She has extensive experience in economic development particularly efforts that build on collaborative partnerships with business and industry, government agencies, and other stake-holders to enhance employment opportunities for engineering students. Dr. Vázquez's greatest interest is the "empowering" focus of research on the ethnically/racially diverse populations in education. He has published in the areas of acculturation, and educational development, along with developing multicultural training videos used across the country in counseling and psychology programs. Dr. Vázquez has been an invited speaker at numerous National Conventions to address the issues of Academic Success and health disparities in underserved populations. He has been a visiting professor at the Universidad Autonoma de Mexico in Mexico City, Mexico. He currently serves on the Council of Representatives for the Psychological Study of Culture, Ethnicity and Race, Division 45 of the American Psychological Association. Among the awards Dr. Vázquez has received is the Presidential Citation from the American Psychological Association for Visionary Leadership in Psychology, USDA Faculty Fellow in Washington D.C., as well as several "Excellence in Teaching Awards." He is also a consultant through KMA (Kochman, Mavrelis & Associates-kmadiversity .com) to higher education institutions in the areas of personnel development and policies of diversity. Introduction STEM outreach programs are at the forefront of efforts to increase the number and diversity of students entering college in pursuit of STEM degrees. Across the U.S., STEM outreach program are undergoing a paradigm shift from systems that measure the success of programs by counting the number of student participants to those that focus on engineering the next generation of STEM students. In the new paradigm a student's growth in the areas of tec...