Developing an active-learning app to improve critical thinking: item selection and gamification effects

Area of Science:

• Educational Technology
• Cognitive Science
• Psychology

Background:

• Critical thinking (CT) is a crucial skill, yet effective digital training tools are scarce.
• Limited research exists on optimal content and sequencing for CT training applications.
• Developing engaging CT exercises for web-based applications requires further investigation.

Purpose of the Study:

• To investigate methods for presenting critical thinking (CT) questions in web-based applications to maintain learner motivation.
• To assess the impact of gamification on engagement and learning outcomes in CT training apps.
• To explore the effectiveness of existing question banks for developing CT training applications.

Main Methods:

• Study 1: Difficulty-ranked question banks for CT and verbal reasoning were established using university student data (N=73).
• Study 2: Questions were implemented in two web-based app formats: sequential feedback and gamified competition.
• An experiment (N=114) compared the effects of gamification versus non-gamified approaches on CT skill improvement.

Main Results:

• Both gamified and non-gamified app groups demonstrated significant improvements in pre-/post-test CT scores.
• No conclusive evidence was found to support a significant effect of gamification on CT skill enhancement.
• Existing question banks can be effectively utilized for developing CT training applications.

Conclusions:

• Web-based applications utilizing established question banks show promise for CT skill development.
• The role and effectiveness of gamification in enhancing motivation and learning in CT apps require additional research.
• Further studies are needed to optimize gamification strategies for educational technology in critical thinking training.