Helping Students Help Themselves: The application of low stake, instant feedback, driving small incremental improvements to immerse students in course content.

Research output: Contribution to conference typesAbstractResearchpeer-review

Abstract

The instant-immediate world contemporary students have grown up in, can provide us with insight into relating HE to a new breed of learners. It aims to improve measurable performance through the application of low stake, instant feedback immersion into module content. Encouraging students to accept iterative ‘failure and learning cycles’ to achieve small increments of achievement, develops resilience and engagement. This is achieved through evaluating the impact of regular student interaction with short challenges and their correlating assessment grades, comparing achievement based on self-motivation with tutor-initiated interaction. The paper introduces a broader investigation into motivational factors and gaming style rewards.
Original languageEnglish
Publication statusPublished - 4 Jul 2019
EventAdvanceHEA Teaching and Learning Conference 2019: Teaching in the spotlight: Innovation for Teaching Excellence - Northumbria University, Newcastle upon Tyne, United Kingdom
Duration: 2 Jul 20194 Jul 2019

Conference

ConferenceAdvanceHEA Teaching and Learning Conference 2019
CountryUnited Kingdom
CityNewcastle upon Tyne
Period2/07/194/07/19

Fingerprint

student
interaction
tutor
resilience
reward
learning
performance

Keywords

  • gameplay principles
  • increments of improvement
  • engagement
  • Performance

Cite this

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title = "Helping Students Help Themselves: The application of low stake, instant feedback, driving small incremental improvements to immerse students in course content.",
abstract = "The instant-immediate world contemporary students have grown up in, can provide us with insight into relating HE to a new breed of learners. It aims to improve measurable performance through the application of low stake, instant feedback immersion into module content. Encouraging students to accept iterative ‘failure and learning cycles’ to achieve small increments of achievement, develops resilience and engagement. This is achieved through evaluating the impact of regular student interaction with short challenges and their correlating assessment grades, comparing achievement based on self-motivation with tutor-initiated interaction. The paper introduces a broader investigation into motivational factors and gaming style rewards.",
keywords = "gameplay principles, increments of improvement, engagement, Performance",
author = "Mandy Morrell and Carole Morrell",
year = "2019",
month = "7",
day = "4",
language = "English",
note = "AdvanceHEA Teaching and Learning Conference 2019 : Teaching in the spotlight: Innovation for Teaching Excellence ; Conference date: 02-07-2019 Through 04-07-2019",

}

Helping Students Help Themselves: The application of low stake, instant feedback, driving small incremental improvements to immerse students in course content. / Morrell, Mandy; Morrell, Carole.

2019. Abstract from AdvanceHEA Teaching and Learning Conference 2019, Newcastle upon Tyne, United Kingdom.

Research output: Contribution to conference typesAbstractResearchpeer-review

TY - CONF

T1 - Helping Students Help Themselves: The application of low stake, instant feedback, driving small incremental improvements to immerse students in course content.

AU - Morrell, Mandy

AU - Morrell, Carole

PY - 2019/7/4

Y1 - 2019/7/4

N2 - The instant-immediate world contemporary students have grown up in, can provide us with insight into relating HE to a new breed of learners. It aims to improve measurable performance through the application of low stake, instant feedback immersion into module content. Encouraging students to accept iterative ‘failure and learning cycles’ to achieve small increments of achievement, develops resilience and engagement. This is achieved through evaluating the impact of regular student interaction with short challenges and their correlating assessment grades, comparing achievement based on self-motivation with tutor-initiated interaction. The paper introduces a broader investigation into motivational factors and gaming style rewards.

AB - The instant-immediate world contemporary students have grown up in, can provide us with insight into relating HE to a new breed of learners. It aims to improve measurable performance through the application of low stake, instant feedback immersion into module content. Encouraging students to accept iterative ‘failure and learning cycles’ to achieve small increments of achievement, develops resilience and engagement. This is achieved through evaluating the impact of regular student interaction with short challenges and their correlating assessment grades, comparing achievement based on self-motivation with tutor-initiated interaction. The paper introduces a broader investigation into motivational factors and gaming style rewards.

KW - gameplay principles

KW - increments of improvement

KW - engagement

KW - Performance

M3 - Abstract

ER -