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Empirical Evaluation of the Impact of Game Elements on Reflection as a Learning Tool for University Students of the Subject of Research Methodology

Karageorgiou, Olga (2023) Empirical Evaluation of the Impact of Game Elements on Reflection as a Learning Tool for University Students of the Subject of Research Methodology.

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Abstract:In the last decades, the industry demands from higher education institutions to prepare their students for the future job market differently, by offering them skills to be able to adapt to the rapid innovations in their field, and hence to become self-directed learners. To address this demand educators, utilize reflection, which, however, is not highly appreciated by the students. To overcome this barrier a possible solution could be the incorporation of gamification. The present study opted to evaluate the hypothesis that gamification could improve the quality of the reflection through a quasi-experimental study with two conditions. The experimental condition incorporated game elements in the reflection, while the control did not. Contrary to the hypothesised outcomes, the students in the experimental condition attained lower-level reflections than the ones in the control condition. Based on the overall study outcomes, it can be inferred that to enhance the quality of reflection the educators should ensure a) that the students understand its added value for their carriers, b) that they receive some kind of immediate gratification, and c) that the instructions are simple and clear to understand avoiding unnecessary additional cognitive load.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Psychology BSc (56604)
Link to this item:https://purl.utwente.nl/essays/95289
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