1. Student-led Technology Enhanced Learning and Teaching.
Yves Fuala, Daniel Edmondson, Pippa iliff
Supervisors- Duncan Cross, Julie Prescott

2. Our Project
Identifying potential needs for first year University students
Help students adjust to Higher Education
Increase social interaction
Incorporate all their needs into one technology based intervention

3. Research Questionnaire Identify students current use of technology
Attitudes towards games and apps for Learning
Attitudes towards other technological interventions to support learning i.e. games
Focus groups
Gain a deeper understanding of what students want
Identify the different factors that would make an educational game intriguing to students

4. Findings Questionnaire Results
n=137 Students from the University of Bolton
Each of us took responsibility for collecting data from different subject areas
Try new tech
Play an Ed game
Find an Ed game interesting
Tech improves learning experience
Agree (%)
45.3
46.6
52.2
48.2
Strongly agree (%)
51.8
33.8
27.9

5. Focus Group Findings Conducted on 2nd year college students 3 groups
20 students in total
Themes
Competitive
Social interaction
Prizes
Contain useful information
Fun to play
“If an app or Game is neither useful or enjoyable, it will be short lived”. (P17)

6. Students said, We did.
uBolt

7. Increased confidence when approaching scientific research
Social interaction, increased social network
More awareness with respect to research as a career choice
Teamwork, time management, ability to work independently
Interpersonal skills that can be taken into the work place beyond graduation
IMPACT

8. The impact of student-led research on PhD students (Mercer et al, 2011)
Invaluable transferable skills
Sharing experiences
Jones et al (2008)
Increased self-directedness
Knowledge and ability to conduct research
Students also became more intellectually curious
Improvement in the students’ ability to critically appraise/ appreciate research literature.

9. Partnership and Collaboration
Start of the project it was a Tutor Led Project –using their knowledge and expertise
Supervisor = Position of power
Growing in confidence and skills
Evolved into the intended student Led Project- driving the project forward
Supported by our supervisors- taking pride in our work and gaining recognition for our efforts

10. Partnership and Collaboration
Project has facilitated an environment- motivated us to produce a high quality end product
Beyond class collaboration- Engaging not only in a collaboration with staff but with students from different subject areas- sharing knowledge and becoming more creative
Personalities of the Teacher/supervisor are also crucial to the success of this type of project (Hall, 2015)
Empowerment, belonging, trust and challenge (Kehler, 2017)

11. What we would change…….
Employed a creative student earlier in the project, in order to enhance our knowledge of technology and design
Creative student - Advisor on the possibilities of our design ideas and had creative input
Created a different Job description advertisement for a Creative Tech student that didn't focus on the need to have awareness of research methods.
Direct interviews with game students rather than bids which would have been beneficial to transfer data sets from the initial research.

12. “An experience that has had a major impact not only by enhancing our knowledge and skills but also it has become an amazing personal journey of development”
We would like to see more opportunities for students to get involved with research, as it provides an invaluable experience.

13. Questions?

14. References
Hall, V. J. (2015). Exploring teacher-student interactions: communities of practice, ecological learning systems-or something else?. Journal of Further and Higher Education, 1-13.
Krause, K. and Coates, H. (2008). Students’ Engagement in First-Year University. Assessment and Evaluation in Higher Education. 33 (5), pp. 493–505.    
Kuh, G. (2008.) High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities.
Kehler, A., Verwoord, R., & Smith, H. (2017) We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice International Journal for Students as Partners 1 (1)