Student induction experiences: Through the lens of gamification

Student induction serves as the first step of the learning journey, helping students understand the resources, facilities, and supporting infrastructures in the learning environment. A positive induction experience helps improve better learning efficacy and boost performance later on. However, students nowadays complain induction as boring, time-wasting and useless. Given the importance of induction, scholars have called for new research, finding a new way to deliver better-quality and more engaging induction. To respond to this call, the current research aims to investigate whether gamification offers better induction experiences to the students. Gamification is the use of game design techniques, game thinking, and game mechanics in a non-game context. Drawing on the student-centred learning theory, we propose that, through the game-play process, students shall feel less stressed but more confident in learning, leading to a more positive learning experience and outcome. Following the same logic, we hypothesise that gamification is positively correlated with the experiences of induction. That is, gamification-empowered induction brings better experiences to the new students.

To examine the research hypothesis, we plan to recruit 200 students (research participants) through flyers and noticeboards during the university induction period in September 2023 (Ethics Approval Ref: ETH2223-0198). The recruitment is operated on a voluntary basis and participants can drop out at any time. Participant Information Letter, Consent Form, and other participant protection measures are arranged in line with the guidance of institutional ethics committee. The participants will be randomly assigned into two conditions. In Condition A, participants will receive a conventional induction through a regular teaching classroom. All documents and instructions are communicated through paper-based handouts. Participants will receive a campus map, explaining the location of buildings and respective services. The induction will be completed inside the classroom. In Condition B, participants will receive gamification-empowered induction. All documents and instructions are communicated through a gamification APP (to be installed in participants’ mobiles). To complete the induction, participants must visit the designated locations in the campus, exploring the services in person.

To further understand participants' views and experiences of the induction, we plan to collect data through anonymous questionnaires surveys at the end of induction. Condition A will receive questions through web-based surveys, where Condition B will receive questions through APP-based surveys. Both conditions will receive the same survey questions, and Condition B will receive additional questions of APP-user experiences (A copy of the survey questions is enclosed in appendix). The data collected will be analysed and compared through SPSS and Excel software. Research findings will first and foremost examine whether gamification-empowered induction offers better induction experiences to the students. The answers will bring new insights to the gamification-induction literatures. Research findings will be important to the teaching practitioners and policy makers, particularly for those who wish to create better induction programmes through innovative strategies. Implications on induction design and delivery will be clarified. Research limitation and suggestions for future research will also be discussed.