Using Gamification to Promote Student Engagement in STEM Project-Based Learning

Using Gamification to Promote Student Engagement in STEM Project-Based Learning

Using Gamification to Promote Student Engagement in STEM Project-Based Learning

Palash Chhabra, Patrick Delaney

Abstract

"This exploratory quantitative research examines how meaningful gamification could be used for student motivation and engagement in the context of STEM project-based learning (PBL) courses. A survey was developed using self-determination theory, including themes of relatedness (sense of belonging), competence and autonomy to understand student attitudes toward gamification elements being embedded in the PBL course design. We received 43 responses to the survey, which were analysed using descriptive statistics to measure agreement levels across diverse student groups. We also explored the attitudes of students identifying as strongly self-directed and not self-directed learners. Our results showed that students tend to favour practical implementations such as online forums and bonus marks over intangible gamification elements, such as personal connections and imaginary rewards. The findings are presented in the form of design recommendations that can serve as a guideline for course designers and developers of the ICT platforms on how to use gamification to promote student engagement in STEM PBL courses."

Reference

Chhabra, P., & Delaney, P. (2022). Using Gamification to Promote Student Engagement in STEM Project-Based Learning. IEEE Intelligent Informatics Bulletin, 222(1). https://www.comp.hkbu.edu.hk/~cib/2022/Research4.pdf

Keywords

Higher education, STEM, Student engagement