Date

11-11-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Matthew Ozolnieks

Keywords

Student engagement, Game-Based Learning, Online learning, College students, eLearning, cyberslacking, theory of planned behavior (TPB)

Disciplines

Online and Distance Education

Abstract

The purpose of this transcendental phenomenological study was to understand the engagement experience with online courses when using game-based learning features in the course to mitigate cyberslacking for college students at a four-year university. The theory guiding this study was the theory of planned behavior. This theory focuses on how students learn and how factors such as their attitudes towards learning affect their engagement in learning activities and can affect their student success. The method used in this study included individual interviews, focus group interviews, and written responses. Interviews were conducted virtually via Zoom. The sample consisted of 10 students who were taking or had taken a course enhanced using game-based learning features. Analysis was conducted using hand-coding methods to compile and synthesize student responses. Study results revealed that cyberslacking behavior was caused by distractions, ease of cyberslacking, and students having more interesting things to do. The use of game-based learning features in an online course was found to significantly reduce the likelihood of students engaging in cyberslacking behavior. This was due to games overshadowing distractions. Study participants reported that the GBL features also made online courses more engaging since games kept students engaged.

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