Otto, J. L.; Goulet, L.; Kopack Ware, B.; Lowry, H.; Miller, A.-E.; Botello, J. D.; Pruett, J. E.; Beatty, A. E.

Evolution is a foundational framework for understanding biology, yet it remains challenging to teach and learn. Game-based learning may offer one way to support evolution instruction by helping students visualize abstract, dynamic, and difficult-to-observe processes. In this study, we interviewed undergraduate biology instructors to examine how they evaluated video games as potential tools for evolution education, including which topics they perceived as most challenging for students. We found that instructors were broadly open to using video games for evolution instruction, particularly when games could support population-level reasoning, evolutionary mechanisms, speciation and phylogeny, quantitative reasoning, and long time scales. Instructors also emphasized that games must be scientifically accurate, accessible, and aligned with course learning goals. This study contributes an instructor-centered perspective to evolution education and game-based learning research by identifying how instructors connect persistent student learning challenges with potential design priorities for educational video games.