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Gamified Reflection : A Minigame-Based Intervention to Prevent Burnout in Students

Malafronte, Elena (2025) Gamified Reflection : A Minigame-Based Intervention to Prevent Burnout in Students.

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Abstract:This paper researches the potential of the application Burnout Quest to support university students in learning and applying preventive strategies against burnout. Rather than addressing burnout once it has occurred, Burnout Quest aims to build early awareness and strategy use through interactive, metaphor-based minigames. The mobile prototype incorporates psychological skills such as boundary-setting and self-compassion in a game-based format designed to encourage reflection. A mixed-methods evaluation with 15 students involved pre- and post-session questionnaires measuring state anxiety and confidence in strategy use, as well as qualitative feedback on the app’s gamified features. Results showed a significant decrease in anxiety and a large increase in self-reported confidence after a single session. Thematic analysis further revealed that metaphors, narrative framing, and visual feedback helped users reflect on their own behaviours and emotional patterns. These findings suggest that lightweight gamified tools like Burnout Quest may offer effective, engaging support for students to proactively manage academic stress and prevent burnout.
Item Type:Essay (Bachelor)
Faculty:EEMCS: Electrical Engineering, Mathematics and Computer Science
Subject:54 computer science, 77 psychology
Programme:Computer Science BSc (56964)
Link to this item:https://purl.utwente.nl/essays/107181
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