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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students trained to playfully redesign study tasks increased their use of fun and competition relative to a control group. → Costantini 2025

Evidence¶

Costantini 2025¶

Costantini, A., Bakker, A. B., & Scharp, Y. S. (2025). Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10022-6

q2 · i? · causal · r1

As reported in the article's abstract, Study 3 was a quasi-experimental evaluation of a multi-module PSD training with 28 students, comparing an intervention group to a control group; trained students "increased their use of fun and competition when studying" and showed greater active learning, proactivity and absorption over time.

"In Study 3 (N = 28 students), we conducted a quasi-experimental evaluation of a training intervention to demonstrate that students who learned to playfully redesign their study tasks increased their use of fun and competition when studying."

Discussion¶

Related Claims¶

• 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
• PSD dimensions correlate with trait curiosity, and playfulness correlates with designing fun but not designing competition, supporting the scale's convergent and discriminant validity — related
• Playful study design is measured as a two-dimensional construct of designing fun and designing competition, supported by exploratory and confirmatory factor analyses — related
• Exam grades correlate positively with designing competition and near-zero with designing fun in the Study 1 correlation table — related
• Designing fun explains additional variance in peer interactions and popularity beyond core self-evaluations and PsyCap, whereas designing competition does not — related
• Playful study design fosters engagement, flow, and goal attainment, with strongest effects for students high in proactive personality — related