Using Hybrid Gamification to Build Community and Self-Efficacy Among Diverse University STEM Students

Introduction

Today’s Generation Z university population has never lived without technology. “They are also digital natives who have little or no memory of the world as it existed before smartphones” (Parker & Igielnik, 2020). In the not-too-distant past, stereotypical images of 18-year-old boys in dorm rooms surrounded by gaming consoles come to mind when people think of individuals who spend a lot of time using technology or gaming. While younger men (18–29) make up an extremely large share of the people who do engage with video games (gamers) (Brown, 2017; Pew Research, 2019), today’s gamer is not that stereotype. Today’s gamer includes the seasoned lawyer buying coffee, the harried parent buying groceries, and the university student. While many college-age students, mostly male, may identify as gamers, there are more than 5 billion people worldwide who call, text, tweet, browse, shop, or play games on their mobile devices (Kumar, 2017). People who have access to technology often have a range of platforms from which to choose, including gaming consoles, computers, tablets, watches, and the device most people carry with them everywhere: the mobile phone.

Currently, half of the time spent gaming on the internet occurs on mobile devices, an increase from 27% in 2013 (Gough, 2019). The use of gamification, the integration of game-like elements woven into routine tasks (Deterding, 2011), permeates even the most common areas of our lives (Erenli, 2013) and can motivate users/gamers to engage with these apps. Companies offer promotions and rewards for ordinary, daily activities. When consumers earn points toward a free coffee with the Starbucks app or when they receive grocery store coupons from their local store app, they are more likely to continue supporting these brands and are often motivated to continue engaging with that app to level up and earn more rewards. Additionally, easy access to technology on one’s mobile devices, and the plethora of apps for games, entertainment, and communication, or learning can make a gamer of anyone with access to technology.

Using a mobile device for daily activities is not the only way gamification has impacted people’s lives. Gaming is used to connect, engage, and interact with acquaintances, friends, and family, as well as strangers. Immediate access to multiplayer games such as League of Legends, Fortnite, or Minecraft encourages interactions that promote engagement with these groups. These connections also allow for strangers from diverse communities throughout the world to make connections. Face-to-face (F2F) gatherings once limited by proximity and size of a location can now be accessed via technology. Since COVID we have seen these venues (Zoom, Google Meet, etc.) open these once limited get-togethers to potentially hundreds of people all over the globe. These types of gatherings were once beyond the reach of most people. The opportunities to connect outside a physical neighborhood, workspace, community, or has become limitless.

Subsequently, the use of mobile devices is an obvious tool to engage this population of Gen Z students. The potential to build a sense of community and self-efficacy using their phones may support their persistence to a STEM degree. Additionally, the use of both F2F and hands-on STEM activities may allow for students to manifest creativity and collaboration while working with their peers. It has been shown that teamwork motivates students to complete the task at hand and allows them to be involved in a creative and meaningful scientific process (Estrada et al., 2016). Interaction within a peer group also fosters and builds a sense of belonging and that promotes a sense of community and self-efficacy (Bandura, 1986; Kuchynka et al., 2019; McMillan & Chavez, 1986). The use of a hybrid gamification model seeks to foster this sense of community and self-efficacy.