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SUMMARY:Autonomy as an engine for wellbeing\, engagement and student perfo
 rmance: A gamification approach. - Nathan J. Emery PhD FHEA\, Dept of Biol
 ogical & Experimental Psychology\, Queen Mary University of London
DTSTART:20250221T163000Z
DTEND:20250221T180000Z
UID:TALK222838@talks.cam.ac.uk
CONTACT:Sara Seddon
DESCRIPTION:Games are well known as devices for increasing engagement\, ye
 t their application in fields where engagement could play a significant ro
 le\, such as interventions to enhance wellbeing or as tools for improving 
 student performance\, have been somewhat limited. An important aspect of a
 ll games compared to other forms of entertainment is their ability to prov
 ide players with choices when facing challenges\, especially with respect 
 to gaining a sense of control over one’s actions (autonomy). In this tal
 k\, I discuss how recent empirical and pedagogical research using the prin
 ciples of self-determination theory and especially autonomy have been used
  to design gaming interventions with a noticeable effect on positive wellb
 eing\, as well as gamification methods providing undergraduate students wi
 th autonomy when choosing their assignments\, which has improved academic 
 performance\, helped develop feelings of inclusivity and supported their w
 ellbeing. Providing choice and thus developing a strong feeling of control
  over one’s behaviour\, especially that one’s actions are consequentia
 l\, presents a solid foundation for feeling empowered in both life and stu
 dy. 
LOCATION:Ground Floor Lecture Theatre\, Department of  Psychology
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