Date of Award

8-1-2018

Degree Name

Master of Arts

Department

Psychology

First Advisor

Jacobs, Eric

Abstract

The purpose of this study was to ascertain whether or not presentation and testing methods, conducted in traditional and gamified manners, would affect the scores or mastery of information for college students. This study was conducted using a participant pool of 100 students from a public Midwestern university, though 9 were dropped from analyses. An MANOVA was run on the data collected, and while the overall model was not significant, presentation and testing methods were found to affect participants first attempts on a test, as well as the covariate of Cognitive Engagement was found to have an effect on the highest score participants would earn in up to five attempts on a test.

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