Embedding micro-dose gamified active breaks in higher education: effects on academic burnout and engagement
DOI:
https://doi.org/10.55040/8nk75926Keywords:
academic burnout, active breaks, gamification, micro-dose intervention, randomized controlled trial, student engagementAbstract
Academic burnout is an ongoing issue in higher education and hinders student health, motivation, and performance. This study explores the impact of incorporating micro-dose gamified active breaks into university lectures and their impact on academic burnout and student engagement. A parallel-group randomized controlled trial was used on 124 undergraduate students taking a mandatory physical education course. Participants were assigned to either the intervention group, who received 5-7 minute gamified active breaks three times a week for 8 weeks, or the control group, who received normal lectures. Academic burnout (emotional exhaustion, cynicism, academic efficacy) and student engagement (vigor, dedication, absorption) were measured using validated surveys. Mixed design ANOVA showed significant Group x Time interaction effects for all primary outcomes. Students in the intervention group experienced a significantly greater decrease in emotional exhaustion and cynicism, and a significantly greater increase in academic efficacy and engagement compared to the control group, who experienced negligible changes. Effect sizes were moderate to large. These results suggest that brief, structured, and gamified movement breaks in the classroom can effectively and significantly improve student burnout and engagement in higher education.
Keywords: academic burnout; active breaks; gamification; micro-dose intervention; randomized controlled trial; student engagement
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