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Games for Education, Learning and Orientation (The GELO Project) Evaluation and Final Report
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Games for Education, Learning and Orientation (The GELO Project) Evaluation and Final Report

Sandra Elsom and Marguerite Westacott
University of the Sunshine Coast
2019
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Abstract

Specialist Studies in Education student engagement positive psychology game-based learning Games for Education Learning and Orientation (The GELO Project) USC Learning and Teaching Grant orientation week
Games for Education, Learning and Orientation (The GELO Project) was awarded a 2017 USC Learning and Teaching Grant to facilitate the engagement of students new to USC. Its aim was to create and implement an alternate reality game designed to enable students to flourish in their new environment by developing a sense of belonging. It drew on research relating to student engagement, positive psychology and game-based learning. The GELO team created The Universal Student, a video-driven alternate reality game, that is played at the Sippy Downs campus during O Week. The fictional narrative is that of an alien who has newly arrived at USC and is trying to discreetly blend in but requires help to complete their required tasks. Players collaborate with their cohort peers to solve puzzles, during which they visit Student Services to ask a question, find a book in the library, learn about parking on campus, and play a mini-game that outlines the food outlets. The game ends at The Buranga Centre where students celebrate with a party attended by staff from the Preparatory and Enabling Unit, Indigenous Services, Academic Support and Student Wellbeing. Students attending the Tertiary Preparation Pathway (TPP) welcome session in semesters one and two, 2018, were invited to play. This report outlines the aims and objectives of the project, as well as intended outcomes, which were achieved. It reports on effectiveness of the activity on increasing TPP students' positive emotions toward university, sense of belonging, engagement and awareness of practical sources of help and support at university. Evidence is provided to demonstrate that, despite disappointing participation rates, the game helped players to make friends and learn their way around campus. The data shows that their sense of belonging remained unchanged, but their positive emotions increased, or in simpler terms, they had a lot of fun. We recommend that USC implement this multidisciplinary, collaborative, innovative and unique activity for Orientation Week as part of the formal program.

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