Effects of Gamification in an Academic History Course, 2010-2020 - Exam results from an academic first-cycle course in History, 2010-2020
SND-ID: 2021-103-1. Version: 1. DOI: https://doi.org/10.5878/t1tj-z404
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Citation
Creator/Principal investigator(s)
Mikael Svanberg
- Karlstad University, Department of Political, Historical and Cultural Studies
Research principal
Karlstad University
- Department of Political, Historical and Cultural Studies
Principal's reference number
HS 2020/1158
Description
The material consists of exam results among 458 students who for the first time answered a certain written exam on the last of four modules in an academic first-cycle (undergraduate) course in history at a Swedish university, distributed across ten course instances over eleven years, 2010-2020. The exam results consist of a score divided into points received on answers to the written exam and on points that each student was able to obtain from optional hand-in assignments before the written exam (quizzes). The material also contains information about the exam results from the two immediately preceding modules on the same course and at the same course instance. The data have been used to examine the extent to which the quizzes have affected the result on the final written exam and the extent to which the outcome has been affected by the examination result on the two immediately preceding modules.
Exam results from 458 students at a Swedish university, collected from ten course instances over eleven years, 2010-2020. Data have been collected from correction protocols 2010-2017 and from LADOK (L
Exam results from 458 students at a Swedish university, collected from ten course instances over eleven years, 2010-2020. Data have been collected from correction protocols 2010-2017 and from LADOK (Local Edp based documentation system) 2018-2020, after which the data have been anonymized. The variables are: study group, student category, examinee, sex and five outcome variables Show less..
Data contains personal data
No
Language
Unit of analysis
Population
Students on ten course instances of an academic first-cycle (undergraduate) course in history at a Swedish university
Sampling procedure
Time period(s) investigated
2010-01 – 2012-01
2014-01 – 2020-01
Variables
10
Response rate/participation rate
100%
The data includes all students who for the first time answered the written exam on module 4, 2010-2012 and 2014-2020.
Data format / data structure
Geographic spread
Geographic location: Sweden
Responsible department/unit
Department of Political, Historical and Cultural Studies
Research area
History (CESSDA Topic Classification)
Didactics (Standard för svensk indelning av forskningsämnen 2011)
History (Standard för svensk indelning av forskningsämnen 2011)
Higher and further education (CESSDA Topic Classification)
Svanberg, M., & Bergh, D. (2023). Effects of Gamification in a Teacher Education Program, 2010 to 2020. SAGE Open, 13(1). https://doi.org/10.1177/21582440231160995
DOI:
https://doi.org/10.1177/21582440231160995
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