The physics puzzle game "Brain it on!" is a skill game from 2016, which is regularly developed further. The game is divided into different levels, which become more and more challenging. In each level, physical and/or mechanical puzzles must be solved by drawing shapes, making use of physical laws such as gravity to solve the puzzles. The players' drawings interact with existing objects in the game. The basic principles of physics and mechanics are thus combined with a creative puzzle game. In later levels, new game mechanics are introduced in the form of changed physical properties, such as different weights of the objects, weightlessness and a different impact behaviour. While the first levels can be solved intuitively and easily, later levels can only be solved with a lot of effort and thought. In some levels, reaction speed is also necessary, as objects have to be manipulated while falling or turning. In addition, there are challenges for each level to complete the level within a certain time or with a maximum number of objects, whereby extra stars can be collected that are necessary to unlock new levels. As a mobile game, the game makes use of the touchscreen of the smartphone, making the gaming experience a haptic experience at the same time.

The research objective is to find out to what extent strategic-analytical thinking is promoted by solving the puzzles and how physical and mechanical phenomena on which the puzzles in the game are based are perceived by the players or whether an increase in knowledge of physical phenomena is stimulated. Since the game partly stimulates the conscious application of physical phenomena with regard to the solutions. Since the game partly requires the conscious application of physical phenomena with regard to the solutions, it is to be investigated, among other things, whether prior knowledge of physics favours the finding of solutions. For this purpose, randomised experiments were developed in which test subjects are randomly assigned to control and experimental groups. The independent variable is prior knowledge of physics, which manifests itself in a catalogue of knowledge about basic physical phenomena given to the subjects of the experimental group at the beginning of the experiment. Confounding variables, such as prior knowledge of physics that already exists independently of the experiment, are also collected and thus controlled. In the first phase of data collection, individual subjects will participate. A second survey with teams of two is planned in order to investigate the extent to which learners can benefit from joint and solution-finding activities. First pretests have already been completed, so the main survey will start soon.