Meaningful Gamification in an Industrial/Organizational Psychology Course

Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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Student Perceptions of Areas of Study in Industrial-Organizational Psychology

PsycEXTRA Dataset ◽

10.1037/e518332013-644 ◽

2012 ◽

Author(s):

Christopher W. LeGrow

Keyword(s):

Student Perceptions ◽

Organizational Psychology ◽

Industrial Organizational Psychology

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Personality Testing and Industrial–Organizational Psychology: A Productive Exchange and Some Future Directions

Industrial and Organizational Psychology ◽

10.1111/j.1754-9434.2008.00057.x ◽

2008 ◽

Vol 1 (3) ◽

pp. 323-332 ◽

Cited By ~ 6

Author(s):

Frederick L. Oswald ◽

Leaetta M. Hough

Keyword(s):

Organizational Psychology ◽

Performance Outcomes ◽

Process Models ◽

Personality Testing ◽

Future Research ◽

Situational Variables ◽

Current Perspective ◽

Industrial Organizational Psychology ◽

Main Ideas ◽

Organizational Science

The goal of our focal article was to provide a current perspective on personality testing and its use in organizational research and to elicit constructive discussion and suggestions for future research and practice. The present article caps off the discussion by integrating the main ideas presented in the commentaries within our original framework of questions and topics, with the immodest hope of advancing our understanding of personality and its measurement in the context of industrial–organizational psychology. In short, we recommend continuing to take advantage of the organizing framework of the Big Five while also pursuing more “bottom-up” approaches that examine facet-level relationships with multidimensional performance outcomes, in addition to developing process models that include more proximal motivational and situational variables. Work along these lines is valuable to both organizational science and practice.

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Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-7267-2.ch002 ◽

2021 ◽

pp. 22-41

Author(s):

Alpana Bhattacharya

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

Educational Psychology ◽

Teacher Preparation Programs ◽

Future Research ◽

Preparation Programs ◽

Professional Dispositions ◽

Course Experience ◽

Psychology Course ◽

Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

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Gamification: A Pilot Study in a Community College Setting

Journal of Education ◽

10.1177/0022057419848371 ◽

2019 ◽

Vol 199 (2) ◽

pp. 83-88 ◽

Cited By ~ 1

Author(s):

Patrick O’Connor ◽

Josué Cardona

Keyword(s):

Community College ◽

Game Design ◽

Feedback Loop ◽

Future Research ◽

General Psychology ◽

Course Grades ◽

Significant Difference ◽

Psychology Course ◽

K 12 ◽

College Setting

Gamification has been used as a tool to increase engagement with businesses, build group cohesion, and improve student motivation in Grades K-12. Part of its appeal is in developing autonomy in the “player,” and part of its appeal is in participating regularly in a structured progress ladder where the customer, student, or employee can predict how present actions can lead to future rewards. Currently, research in applying gamification to undergraduate courses is sparse, which is surprising given the overlap between higher education and game design; students and players both follow rules, participate voluntarily, engage with a feedback loop, and work toward a goal. This study applied game design principles via gamification to an undergraduate General Psychology course at a community college. Results indicate better motivation, improved exam scores, a stronger sense of autonomy, and a desire within students to have more courses offered in this manner. However, final course grades showed no significant difference compared with traditionally designed courses. Implications for future research are discussed.

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Facilitating Students' Career Development in Psychology Courses: A Portfolio Project

Teaching of Psychology ◽

10.1207/s15328023top2903_05 ◽

2002 ◽

Vol 29 (3) ◽

pp. 207-210 ◽

Cited By ~ 7

Author(s):

Judith E. Larkin ◽

Harvey A. Pines ◽

Kate M. Bechtel

Keyword(s):

Career Development ◽

Career Choices ◽

Organizational Psychology ◽

Career Exploration ◽

Industrial Organizational Psychology ◽

Career Needs ◽

Psychology Courses ◽

Academic Competencies ◽

Psychology Course

We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations showed that students were significantly more certain about their career directions at the end of the semester than before and felt better able to implement their career choices. We discuss how career exploration portfolios can be used in other psychology courses.

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