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The effects of expectation management and gamification on university students‘ collaboration outcome

Lehner, T.M. (2021) The effects of expectation management and gamification on university students‘ collaboration outcome.

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Full Text Status:Access to this publication is restricted
Embargo date:29 July 2023
Abstract:Differences in students’ communication styles and interaction patterns and associated mismatched expectations can lead to less optimal collaboration. Supporting students in managing their expectations is considered a promising strategy. However, sometimes students do not succeed in engaging in additional support at a level where they could benefit from its added value. To achieve engagement in instructional support gamification can be used. Thus, this study aimed to investigate to what extent expectation management and the combination of expectation management and gamification influence university students’ collaboration outcome. To research this, a quasi-experimental design with two time-points for a post-test was used. The sample included 322 first-year psychology bachelor students of a Dutch university. Students in the two experimental conditions (non-gamified expectation management support and gamified expectation management support) were compared to a control condition without expectation management and gamification. Students’ collaboration outcome was measured through their products and behaviour. The results of the collaboration products showed that students benefit from instructional collaboration support that integrates expectation management and gamification. Although this effect was not reflected in the data of the collaboration behaviour, we carefully conjecture that the combination of expectation management and gamification can positively influence university students’ collaboration outcome, as indicated by the collaboration products. Another finding regarding the two post-tests of the study is that in most cases analysed, students did not differ in their collaboration outcome over time and in their change over time. Explanations for these findings as well as limitations, implications and ideas for future research are discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/87900
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