Background--> Research Aims

Research Gap

The effect of gamification in teaching a Psychology Course

Hypothesis

Hypothesis 1:

The effect of gamification would lead to...

• • An increase in students’ sense of Flow (Jackson & Eklund, 2002, 2004)

  • An increase in students’ use of Deep Learning Approach and a decrease in their use of Surface Learning Approach (Biggs, 2001; Biggs, Kember, & Leung, 2001)

  • An increase in students’ evaluation of Course Experience as Good Teaching and Course Experience as Generic Skills Enhancement (Wilson, Lizzio, & Ramsden, 1997)

Hypothesis 2:

The effect of gamification is mediated by such individual differences as...

• Curiosity as a Feeling of Deprivation (Litman & Jimerson, 2004)

• Curiosity as a Feeling of Interest (Litman & Spelberger, 2003)

Research Question

Are there any differences between the Gamification Group and the Control Group on the students’ learning experience (measured by flow, learning approach, course experience), Gamification Assessment (Motivation, Social, Cognitive Processing), and Course Performances?

Reference

Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.

Biggs, J. (2001). Enhancing learning: A matter of style or approach?. Lawrence Erlbaum Associates Publishers.

Jackson, S.A., & Eklund, R.C. (2002). Assessing flow in physical activity: The Flow State Scale-2 (FSS-2) and Dispositional Flow Scale-2 (DFS-2). Journal of Sport & Exercise Psychology, 24, 133–150.

Jackson, S.A., & Eklund, R.C. (2004). The flow scales manual. Morgantown, WV: Fitness Information Technology.

Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in higher education, 22(1), 33-53.

Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82(2). 147-157.

Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment, 80(1), 75-86.