Using an alternate reality game to facilitate student engagement during orientation

Abstract

An alternate reality game was designed to facilitate transition and engagement amongst students commencing a tertiary preparation program at a regional university in Australia.  The design of the game was informed by a student engagement framework which proposes four psychosocial constructs which mediate engagement at the intersection between student and institutional influences: self-efficacy, belonging, well-being, and emotion.  The 108 participants completed a survey which measured these constructs prior to the commencement of the game.  Game players (n = 13) were surveyed again immediately after the game.  The results of statistical analysis indicated that game players reported a greater sense of well-being and more positive emotions than the group surveyed before the game.