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The Effect of Self-efficacy and Player Type on Students’ Engagement with Practice Tests using Gamification : an explorative Study.

Watford-Spence, Adele Tamara Ruth (2021) The Effect of Self-efficacy and Player Type on Students’ Engagement with Practice Tests using Gamification : an explorative Study.

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Abstract:Practice tests are offered with the intention of helping students to check and enhance their knowledge and skills before they take an exam. However, students either misuse or disregard the use of practice tests, this often being due to a lack of engagement. Gamification has gained educators interest, due to its enhancement of engagement and motivation in students. In order to counteract the diminished engagement of students in the use of practice tests, gamification can be implemented. This study focuses on exploring how students use practice tests and whether implementing the gamified element of a leaderboard leads students to more engagement towards using practice tests. Literature argues that gamified elements should be individualized, for this reason the variables of self-efficacy and player type were further taken into consideration. Results showed that student participation in practice tests did not increase with the implementation of a leaderboard compared to non-gamified practice tests. Player types Socialiser, Achiever & Player had higher engagement toward the leaderboard than other player types. High self-efficacy beliefs did not have increased engagement and students with low self-efficacy had higher test scores than students with high self-efficacy.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Psychology BSc (56604)
Link to this item:https://purl.utwente.nl/essays/87559
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