This dissertation describes Space Vector 1 and Space Vector 2, two video games that introduce Newtonian mechanics concepts. Space Vector 1 is a side-scrolling game, in which players choose to drop bombs or supplies. Players had to identify if the physics was correct during a mission, or they had to plot the trajectory of a falling object, which was then simulated. In Space Vector 2, players were given velocity and acceleration values and had to plot the trajectory of a spaceship across a grid, or players were given a trajectory of a spaceship on a grid and had to program the velocity and acceleration values to produce the trajectory. Space Vector 1 was evaluated with 65 college undergraduates. Space Vector 2 was evaluated with 18 high school students. All participants were given a subset of the Force Concept Inventory, a standard assessment tool in physics education, as a pretest and posttest. Space Vector 1 was evaluated with a single group pretest-posttest design. Space Vector 2 was evaluated with a 2 x 2 ANOVA, where the factors were game mechanic (prediction mechanic or programming mechanic) and bonus questions (bonus question after a mission or no bonus question). Bayesian statistical methods were used for the data analysis. The best estimate for the average change in test scores for Space Vector 1 was a score gain of 1.042 (95% Highest Density Interval (HDI) [0.613, 1.487]) with an effect size of 0.611 (95% HDI [0.327, 0.937]). The best estimate for the grand mean of change scores in Space Vector 2 was an increase of 0.78 (95% HDI [-0.3, 1.85]) with an effect size of 0.379 (95% HDI [-0.112, 0.905]). The prediction
o bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value.