Brian - Learning App for Business Administration and More
Type
other project type
Start Date
2020
End Date
2022
Acronym
Brian
Keywords
BWL
Assessment
Teaching
Innovation
Gamification
Learning App
Brian
Description
Brian - Study for Exams. A social and competitive app for students to master exams playfully. Brian uses gamification and proven learning methods that not only help reach short-term targets but also lead to a wealth of knowledge in the long run. An algorithm serves the students with the right questions at the right time, individually tailored to their unique learning history. Our introductory course in business administration served as basis for the conceptualisation, development and beta testing of the app, which will be made available to other courses, too.
Leader contributor(s)
Member contributor(s)
Partner(s)
TIL-HSG Teaching Innovation Lab
ZENSE GmbH
LAB360 GmbH
Funder
Topic(s)
"Business Administration - Introduction and Fundamentals" / "Betriebswirtschaftslehre - Einführung und Grundlagen" - mandatory course for all assessment students (first semester) at the University of St. Gallen
Notes
The idea for Brian was born in 2019 at Zense. The University of St. Gallen joined as a development partner and first client. The project is implemented by the Teaching Innovation Lab at the University of St. Gallen. The pilot is accompanied by the team of Prof. Dr. Thomas Bieger and based on the course "Business Administration - Introduction and Fundamentals" / "Betriebswirtschaftslehre - Einführung und Grundlagen" (assessment year fall term 2020).
Range
HSG + Partners
Range (De)
HSG + Partner
Eprints ID
247934
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Item type:Publication, Impact of Gamified Learning on Learners' Performance: Time and Learning Time Patterns Matter(2025-01-14); ; ; ; This study examines the impact of the use of a gamified learning application on the academic performance of 1'600 first-term students in a mandatory introductory course in management at a European University. It aims to contribute to the deeper understanding of the effect of students' learning time and learning patterns using a gamified learning app. We found that increased engagement with the application, measured by time spent and questions answered, is significantly correlated with learning success in form of higher exam scores or grades. Additionally, in line with traditional learning theories, students who used the application more regularly during the semester performed better. Against common expectations, the use of the gamified learning application also correlates with higher scores in the multiple-choice and case study sections of the exam, suggesting that it supports both knowledge acquisition and transferal competences. However, the causality of the effect is critically discussed. With its significant sample size and the measurement of actual learning behavior and learning success, the study contributes to the body of clinical studies.Type:working paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication,