Investigating the use of Game Elements in Motivating Time-

Management for Students

Tracey Cassells and Daire ‘O Broin
Institute of Technology Carlow, Ireland
traceycassells@yahoo.co.uk
Daire.OBroin@itcarlow.ie

Abstract: Currently educational institutions are failing to aid students in effectively managing their time. Students are reliant
on effective time-management when self-estimating study-times, planning for tests and deadlines, and prioritising work. An
ineffective use can lead to increased stress, low-quality rushed work and missed deadlines. However the efforts of
institutions in encouraging effective time-management are hindered by the perception of time-management as tedious. To
make time-management more engaging we will use gamification, the “application of gaming metaphor to real life tasks to
influence behaviour, improve motivation and enhance engagement”. Researchers are already aware of the difficulty in
motivating students to implement effective time-management and the engaging power of gamification but there have been
few empirical studies linking these areas. This study aims to address this deficit by answering the question “to what degree
can gamification help promote and aid time-management for students in tertiary education? To address this question a
gamified study-planner app is being developed to help motivate effective time-management using gamification. The
proposed application aims to aid students in structuring their time, prioritizing tasks, improving their time-estimates,
breaking up complex tasks and maintaining a structured routine. The prototype design contains an automated calendar
showing classes and deadlines, recommended study times and estimated project length. As well as promoting behavioural
change this app will also investigate using gamification to address cognitive attitudes towards time-management. An
iterative user-centered design process (UCD) is being employed to address student needs and identify effective gamification
elements, with the aim of deploying a fully tested application for the 2017/2018 academic year. Initial feedback from
students is positive with 68% of respondents to a needfinding questionnaire answering, “I would like to manage my time
more effectively”. From the results of this study we will explore the effects of gamification in motivating effective time-
management and address the current deficiency of gamified time-management in academia.

Keywords: gamification, time-management, motivation, tertiary education

1. Introduction
Time-management is defined as “behaviors that aim at achieving an effective use of time while performing
certain goal-directed activities” (Claessens et al., 2007). While students enter college with the expectation that
they will effectively manage their time, other academic pressures interfere and deter them from investing time
into planning (Nelson et al., 2008). As planning is often self-regulated there is no outside pressure acting on
students to set aside time to schedule their work. This results in planning falling to the wayside as more engaging
tasks take precedence. A student’s experience in their first year of tertiary education heavily affects their
decision to continue their education and complete their degree (Krause & Coates, 2008; Yorke, 2004), as well as
paving the path for the rest of the education (Pascarella & Terenzini, 2005). For this reason, an early introduction
to time-management can be pertinent to retaining students. An effectual use of time management can also give
students the benefits of increased personal satisfaction, a stronger perceived control of time, improved health
and increased academic performance (Britton & Tesser, 1991; Macan et al., 1990).

Through the use of study planners, students can structure their time in a more effective way (Britton & Tesser,
1991; Meer et al., 2010). By taking the time to structure their time students can learn to prioritize important
tasks, improve time-estimates, break up complex tasks and are more likely to maintain a structured routine
(García-Ros et al., 2004; Kornhauser, 1993; Maddox, 1967). However as the use of a study planner is not
regarded as an inherently engaging task there is need to add more engaging elements into the process (Wisuri,
2015). Empirical research into games based learning in education have found the use of games in learning can
help promote engagement (Amory et al., 1999; Malone, 1981; Ramirez & Squire, 2003). Gamification the
“application of gaming metaphor to real life tasks to influence behavior, improve motivation and enhance
engagement” (Marczewski, 2013) in particular is seen to have the potential to raise engagement (Hamari et al.,
2014a). Due to its malleable nature, gamification is seen as a useful and inexpensive tool for educators in
increasing engagement (Hamari et al., 2014b; Paisley, 2013). This study aims to answer the question “to what
degree can gamification help promote and aid time-management for students in tertiary education?

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