Our second objective was to examine students' attitudes toward gamification (e.g., perceived usefulness). Our first objective was to evaluate the effectiveness of gamification by using existing techniques (e.g., simple HTML-based games) and readily available collaborative tools (e.g., wikis) from a typical learning management system (LMS), such as Blackboard. However, the costs to use an educational game design with efficient delivery of the game/course plan can be problematic. "Gamified" active learning has been shown to increase students' academic performance and engagement and help them make more social connections than standard course settings. Implications for future design of interventions and their provision to students in need of support are discussed. These findings indicate that a brief, self-guided, online training can increase desirable learning behaviors and improve STEM performance with minimal cost to learners or instructors. Results indicate that a 2-hr "Science of Learning to Learn" training had significant effects on students' use of resources for planning, monitoring, and strategy use, and improved scores on quizzes and exams. This study examined whether brief, digital training modules designed to help students apply learning strategies and self-regulated learning principles effectively in their STEM courses can impact students' behaviors and performance in a large biology lecture course. However, these programs require large investments of students' and instructors' time and effort, which limits their applicability to large lecture course formats commonly employed in early undergraduate STEM coursework. Many training programs exist to develop students' learning skills and they typically achieve small to medium effects on behaviors and performance. Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning and career pursuits.
We find no evidence that the intervention affected cramming, procrastination, or the time at which students did work. We examine the effect of the intervention on plausible mechanisms to explain the observed achievement effects. However, these effects diminish over time such that we see a marginally significant negative effect of treatment on the last week's quiz grade and no difference in overall course scores. These effects are concentrated in students with the lowest self-reported time management skills. Results indicate the intervention had positive effects on initial achievement scores students who were given the opportunity to schedule their lecture watching in advance scored about a third of a standard deviation better on the first quiz than students who were not given that opportunity.
Through a randomized control trial of students in a for-credit online course at a public 4-year university, we test the efficacy of a scheduling intervention aimed at improving students' time management. Time management skills are an essential component of college student success, especially in online classes.
Note that not all of the studies listed would be eligible for WWC review or meet WWC standards. If the studies have been reviewed by the WWC, then a link to the study review page is included. Inclusion within this list is not an endorsement of the intervention or the study by the WWC, IES, or the US Department of Education. Publication of this citation list is provided to the field as a way to highlight the breadth of research available. (4) the WWC Rapid Evidence Review of Distance Learning Programs Report – Technical Appendix, and (5) all supporting materials. (3) the WWC Rapid Evidence Review of Distance Learning Programs Report, This page includes all products created for the Rapid Evidence Review of Distance Learning, including: (1) studies nominated from the original call, (2) studies included from screening, with their relevant entries fromĮRIC and the What Works Clearinghouse Reviews of Individual Studies Database, The process began with a call for nominations of rigorous research that evaluates the effectiveness of distance learning practices or products. With the goal of providing relevant information to educators and administrators, the What Works Clearinghouse (WWC) conducted a rapid evidence review to report on what works in distance learning programming. The COVID-19 global pandemic prompted school closures across the United States, requiring students to attend school remotely.