Leveling Up Motivation in Undergraduate Research: A Mixed Methods Study on a Digital Game-Based Workshop

Abstract

Undergraduate research experiences have been shown to enhance academic performance, retention, and sense of belonging, particularly for historically marginalized students. However, limited research has examined research-training interventions outside of traditional STEM laboratory contexts or explored how digital learning environments may support the development of research-related motivational beliefs. This study investigates the potential of a digital game-based learning (DGBL) workshop to improve research self-efficacy and expectancy–value–cost (EVC) beliefs among undergraduate students. Guided by Situated Expectancy-Value Theory (SEVT), this mixed-methods study evaluated the effectiveness of StatQuest, a four-day DGBL research workshop implemented in Southern Arizona Institution. Participants (n = 39) completed pre- and post-surveys measuring research identity, research self-efficacy, and EVC beliefs. Paired samples t-tests indicated a statistically significant decrease in cost of research following participation in the workshop, t(38) = −.59, p = .04, d = −.34, and a marginally significant increase in research self-efficacy, t(38) = 1.80, p = .07, d = .29. Moderation analyses further revealed that prior research experience influenced how motivational beliefs related to research identity following the intervention. Specifically, the interaction between T2 value and prior research experience on T2 research identity was significant, β = −.50, p = .040, where value beliefs were more positively predictive of research identity for research inexperienced students compared to those with prior experience. The interaction between T2 cost and prior research experience on T2 research identity was also significant, β = .66, p = .006, where research inexperienced students’ cost beliefs negatively predicted T2 research identity, whereas the slope was weaker for students with prior experience. Semi-structured interviews with participants provided additional context, providing complementary findings to the moderation effects of prior research experience on research identity, supporting reasons why students without prior research experience had steeper slopes compared to their counterparts. Findings suggest that DGBL interventions may serve as accessible entry points into research training, particularly for students without prior research experience. Implications highlight the potential of DGBL environments to support motivational development and expand access to research opportunities for historically marginalized undergraduate students.