Choose Your Own Adventure! An empirical study on gamification of postgraduate learning on research project design

Abstract

It is difficult to teach complex topics such as academic research to student cohorts who are widely heterogeneous in prior knowledge, learning goals, and learning preferences. Exploratory, quest-like approaches show promise for increasing engagement, personalization, and autonomy, however, there is a lack of empirical data on which, if any, aspects of gamification can benefit learning. This paper presents analytics and qualitative responses to a Choose Your Own Adventure for postgraduate design of research projects. It focusses on non-linear navigation for self-directed personalization, digital badges, and the role of narrative within a gamified learning tool. Results highlight high user attrition, effective personalization of learning, high acceptance of gamification approaches, and much lower interest in some gamification elements, contributing value to the pedagogy of learning and teaching research skills.

Keywords

gamification, research skills, academic development, higher education, learning development, postgraduate, personalized learning

How to Cite

Abbott, D., (2024) “Choose Your Own Adventure! An empirical study on gamification of postgraduate learning on research project design”, The Journal of Play in Adulthood 6(1), 18-43. doi: https://doi.org/10.5920/jpa.1475

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Daisy Abbott (Glasgow School of Art)

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Creative Commons Attribution 4.0

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This article has been peer reviewed.

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