Mini games for professional awareness in introductory psychology

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Abstract

Introductory psychology courses in higher education usually focus on disseminating psychological theory and lack application of this knowledge to the practical context of work. We expect a game-based approach to support more active and experiential learning, and develop a series of mini-games to increase awareness of study specialisations and careers in psychology.
This short ‘work in progress’ paper first describes the instructional design of these mini-games that provide our psychology students with more authentic, rich and active learning environments. We then describe our research design with some preliminary findings. We administered questionnaires before and after gameplay and collected logging data on gameplay. Participants were allocated randomly to four experimental groups that used variants of the games, differing in assignment order (fixed or free, so more active) and number of sources (one or more per assignment, so richer). At the time of submitting this paper, 12 mini-games are available that have been studied by 80 students (complete datasets).
Preliminary results show a positive treatment effect of gameplay on professional awareness, as indicated by a 12% knowledge increase about work practice. Students evaluate the gameplay (authenticity, usability, flow) and setup of game content (learnability) as ‘more than sufficient’ to ‘good’. Some between-groups differences within the 2x2 game variants were found. For instance, a fixed order of assignments was found to produce more efficient learning, and the provision of more sources was found to increase feelings of authentic learning. Between-group comparisons did not reveal significant differences on other dependent variables studied (like motivation, flow, usability, learnability, grade).
Original languageEnglish
Title of host publicationINTED 2019 conference proceedings
Subtitle of host publication13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019
EditorsL. Gómez Chova , A. López Martínez , I. Candel Torres
PublisherIATED Academy
Pages179-184
ISBN (Electronic)978-84-09-08619-1
DOIs
Publication statusPublished - 2019
Event13th annual International Technology, Education and Development Conference
- Valencia Conference Centre / Melia Hotel, Valencia, Spain
Duration: 11 Mar 201913 Mar 2019
https://iated.org/inted/

Publication series

Name
ISSN (Print)2340-1079

Conference

Conference13th annual International Technology, Education and Development Conference
Abbreviated titleINTED2019
CountrySpain
CityValencia
Period11/03/1913/03/19
Internet address

Fingerprint

Students
Education
Problem-Based Learning

Keywords

  • mini games for learning
  • professional awareness
  • experience psychology
  • pedagogical scenarios
  • authentic cases

Cite this

Hummel, H., Nadolski, R., Slootmaker, A., & Eshuis, J. (2019). Mini games for professional awareness in introductory psychology. In L. G. C., A. L. M., & I. C. T. (Eds.), INTED 2019 conference proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019 (pp. 179-184). IATED Academy. https://doi.org/10.21125/inted.2019.0086
Hummel, H. ; Nadolski, R. ; Slootmaker, A. ; Eshuis, J. / Mini games for professional awareness in introductory psychology. INTED 2019 conference proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019. editor / L. Gómez Chova ; A. López Martínez ; I. Candel Torres. IATED Academy, 2019. pp. 179-184
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abstract = "Introductory psychology courses in higher education usually focus on disseminating psychological theory and lack application of this knowledge to the practical context of work. We expect a game-based approach to support more active and experiential learning, and develop a series of mini-games to increase awareness of study specialisations and careers in psychology. This short ‘work in progress’ paper first describes the instructional design of these mini-games that provide our psychology students with more authentic, rich and active learning environments. We then describe our research design with some preliminary findings. We administered questionnaires before and after gameplay and collected logging data on gameplay. Participants were allocated randomly to four experimental groups that used variants of the games, differing in assignment order (fixed or free, so more active) and number of sources (one or more per assignment, so richer). At the time of submitting this paper, 12 mini-games are available that have been studied by 80 students (complete datasets).Preliminary results show a positive treatment effect of gameplay on professional awareness, as indicated by a 12{\%} knowledge increase about work practice. Students evaluate the gameplay (authenticity, usability, flow) and setup of game content (learnability) as ‘more than sufficient’ to ‘good’. Some between-groups differences within the 2x2 game variants were found. For instance, a fixed order of assignments was found to produce more efficient learning, and the provision of more sources was found to increase feelings of authentic learning. Between-group comparisons did not reveal significant differences on other dependent variables studied (like motivation, flow, usability, learnability, grade).",
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Hummel, H, Nadolski, R, Slootmaker, A & Eshuis, J 2019, Mini games for professional awareness in introductory psychology. in LGC, ALM & ICT (eds), INTED 2019 conference proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019. IATED Academy, pp. 179-184, 13th annual International Technology, Education and Development Conference
, Valencia, Spain, 11/03/19. https://doi.org/10.21125/inted.2019.0086

Mini games for professional awareness in introductory psychology. / Hummel, H.; Nadolski, R.; Slootmaker, A.; Eshuis, J.

INTED 2019 conference proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019. ed. / L. Gómez Chova; A. López Martínez; I. Candel Torres. IATED Academy, 2019. p. 179-184.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AB - Introductory psychology courses in higher education usually focus on disseminating psychological theory and lack application of this knowledge to the practical context of work. We expect a game-based approach to support more active and experiential learning, and develop a series of mini-games to increase awareness of study specialisations and careers in psychology. This short ‘work in progress’ paper first describes the instructional design of these mini-games that provide our psychology students with more authentic, rich and active learning environments. We then describe our research design with some preliminary findings. We administered questionnaires before and after gameplay and collected logging data on gameplay. Participants were allocated randomly to four experimental groups that used variants of the games, differing in assignment order (fixed or free, so more active) and number of sources (one or more per assignment, so richer). At the time of submitting this paper, 12 mini-games are available that have been studied by 80 students (complete datasets).Preliminary results show a positive treatment effect of gameplay on professional awareness, as indicated by a 12% knowledge increase about work practice. Students evaluate the gameplay (authenticity, usability, flow) and setup of game content (learnability) as ‘more than sufficient’ to ‘good’. Some between-groups differences within the 2x2 game variants were found. For instance, a fixed order of assignments was found to produce more efficient learning, and the provision of more sources was found to increase feelings of authentic learning. Between-group comparisons did not reveal significant differences on other dependent variables studied (like motivation, flow, usability, learnability, grade).

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BT - INTED 2019 conference proceedings

A2 - , L. Gómez Chova

A2 - , A. López Martínez

A2 - , I. Candel Torres

PB - IATED Academy

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Hummel H, Nadolski R, Slootmaker A, Eshuis J. Mini games for professional awareness in introductory psychology. In LGC, ALM, ICT, editors, INTED 2019 conference proceedings: 13th International Technology, Education and Development Conference Valencia, Spain. 11-13 March, 2019. IATED Academy. 2019. p. 179-184 https://doi.org/10.21125/inted.2019.0086