Playful study design fosters engagement, flow, and goal attainment, with strongest effects for students high in proactive personality¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students were highly engaged and successful in achieving goals when they redesigned study tasks to be more playful. → Arnold B. Bakker 2024 q2 i? Effects of playful study design were strongest for students high versus low in proactive personality. → Arnold B. Bakker 2024

Evidence¶

Arnold B. Bakker 2024¶

Arnold B. Bakker, Karina Mostert. (2024). Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09940-8

q2 · i? · theoretical · r3

The review reports, citing Wang et al. (2023), a study of weekly playful study design in which students "redesigned their study tasks to be more playful" (e.g., segmenting tasks, mind maps) and became more engaged and performed better; effects were strongest for high proactive personality.

"This study showed that students were highly engaged and successful in achieving their goals when they redesigned their study tasks to be more playful. For example, by guessing the hypothesized outcomes, segmenting tasks to increase the challenge of studying, or by using cognitive mind maps for summarizing the literature, students increased their own engagement and performed better."

Discussion¶

Related Claims¶

• A quasi-experimental PSD training intervention increased students' use of fun and competition when studying, with greater active learning, study task proactivity and absorption over time — related
• Both PSD dimensions explain variance in study engagement and subjective well-being beyond core self-evaluations and PsyCap, with designing competition contributing most to engagement — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — a broader claim this one bears on
• Study crafting is fostered by study resources via engagement and improves engagement and well-being, including in a randomized intervention — related