Leveling Up Quantitative Methods: Game-Based Learning for Developing Practitioner-Scholars in EdD Programs

• In Event: Leadership Preparation, Change, and Organizational Conditions

Abstract

This study used a pre-experimental design over five cohorts of EdD students and five iterations of a quantitative research course to examine the effects of game-based learning (GBL) on research anxiety, engagement, and learning. It compared 27 students in a traditional setting to 38 who experienced GBL. Using Papanastasiou’s (2005) Attitudes Toward Research scale, findings showed the GBL group had significantly more positive attitudes toward research usefulness, greater appreciation for its value, and less anxiety. Both groups remained steady in views on research relevance and difficulty, but GBL students reported higher engagement and willingness to learn from mistakes. Most GBL students found the experience enjoyable (81%), fun (83%), more educational (70%), and engaging (81%).

Authors

• Nicole Ralston, University of Portland

• Rebecca Smith, University of Portland