University of Twente Student Theses
Comparing a gamified with a non-gamified collaborative learning environment among university students : the role of knowledge sharing self-efficacy
Zievinger, D.C. (2022) Comparing a gamified with a non-gamified collaborative learning environment among university students : the role of knowledge sharing self-efficacy.
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| Full Text Status: | Access to this publication is restricted |
| Embargo date: | 25 January 2025 |
| Abstract: | Instructing students how to engage in good quality collaborations and the integration of avatar and badge game features in a collaborative learning environment can lead to better collaborations. However, students with a perception of having insufficient ability and confidence to share knowledge with others (i.e., Knowledge Sharing Self-Efficacy, KSSE) could impact the effectiveness of the provided instruction and integration of gamification for good collaboration. This study aimed to investigate to what extent this is the case. More specific, it examined to what extent the integration of avatar and badge game features in a collaborative learning environment (gamified vs. non-gamified condition) influenced the collaboration behaviour among university students, and how KSSE influences the student’s collaboration behaviour in a gamified and a non-gamified condition. To study this, a quasi-experimental design, comparing a gamified condition and a non-gamified condition during two consecutive assignments, was followed. The sample consisted of 176 first-year Psychology students from a Dutch University. All students had to complete two collaborative assignments and received collaboration instruction, but for 81 students this was gamified (experimental condition). Results indicated that students in the non-gamified condition had a slightly higher collaboration behaviour. Further results showed no differences between the conditions and individual grades, group grades, and collaboration perception. It was also found that KSSE did not affect collaboration behaviour. Possible justifications, limitations, and implications for future studies are considered. |
| 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: | https://purl.utwente.nl/essays/93654 |
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