The Moderating and Mediating Role of Mind-Set and Choices in Enhancing University Students' Learning Outcomes

• In Event: Persistence and Achievement

Abstract

Undergraduate students (n=262) at a University in Western Canada completed a mindset pre-test, then played the Posterlet game and filled out a post-test measuring their learning of graphic design principles. In Posterlet, students designed three digital posters. On each poster, the game tracked students’ choices to seek confirmatory or critical feedback and to revise their posters, as well as their performance. Theoretical implications indicate that students who seek critical feedback more often are more likely to revise their work and, thus, to improve their performance across the game, as revision mediated the link between critical feedback-seeking and performance gain. Moreover, critical feedback-seeking was positively associated with learning, but growth mindset moderated this relation.

Authors

• Maria Cutumisu, University of Alberta

• Nigel Mantou Lou, University of Victoria

• Bryce Odell, Multi-Health Systems, Inc.