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Design research article into an intervention to increase self-conﬁdence
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Increasing self-confidence through a game
Design research article into an intervention to increase self-confidence
amongst first-year game design students within project-based education at HBO level.
“True self-confidence is “the courage to be open—to welcome change and new ideas regardless of their
source.” Real self-confidence is not reflected in a title, an expensive suit, a fancy car, or a series of acquisitions.
It is reflected in your mindset: your readiness to grow.”
― Carol S. Dweck, Mindset: The New Psychology Of Success
Date June 12, 2020.
Author Odette Jansen

Proof readers: Dr. Menno Wierdsa
Arjan Pruim, MSc.
Design research article into an intervention to increase self-confidence amongst first-year game design students within project-based education at HBO level.
TABLE OF CONTENTS
Introduction ....................................................................................................................................................... 4
Background. ............................................................................................................................................... 4
Relevance .................................................................................................................................................. 4
Theoretical framework ....................................................................................................................................... 5
Self-confidence .......................................................................................................................................... 5
Mindset & Goals ........................................................................................................................................ 5
Motivation & Learner Agency..................................................................................................................... 5
Progression based coaching ....................................................................................................................... 6
Conceptual framework .............................................................................................................................. 6
Design Requirements and principles............................................................................................................... 7
Research question:..................................................................................................................................... 7
Methodology ...................................................................................................................................................... 8
Context .......................................................................................................................................................... 8
Project Baby Yoda .......................................................................................................................................... 8
Research setup ............................................................................................................................................... 9
Target Users ................................................................................................................................................... 9
Data Collection ............................................................................................................................................. 10
Sub questions........................................................................................................................................... 10
Preparation of the test. ............................................................................................................................ 10
Research Validity .......................................................................................................................................... 11
Data Analysis ................................................................................................................................................ 11
Research triangulation ............................................................................................................................. 11
Results.............................................................................................................................................................. 12
Sub-question 1 ......................................................................................................................................... 12
Conclusion ........................................................................................................................................................ 13
Intentional Actions ................................................................................................................................... 13
Purpose.................................................................................................................................................... 13
Experience & insights ............................................................................................................................... 14
Sense of control ....................................................................................................................................... 14
Main research question ................................................................................................................................ 14
Practicality for the student ....................................................................................................................... 14
Practicality for the teacher ....................................................................................................................... 14
Discussion......................................................................................................................................................... 15
Evaluation .................................................................................................................................................... 15
Theoretical validity................................................................................................................................... 15
Triangulation validity................................................................................................................................ 15
recommendations ........................................................................................................................................ 15
2
The intervention ...................................................................................................................................... 15

Future research ........................................................................................................................................ 15
References ....................................................................................................................................................... 17
Appendixes ....................................................................................................................................................... 19
Appendix A: The learning environment ........................................................................................................ 19
Appendix B: Interview plans ......................................................................................................................... 24
Interview guide for the students .............................................................................................................. 24
Interview guide for teachers .................................................................................................................... 26
Appendix C: Manual and lessonplan for Project Baby Yoda .......................................................................... 29
Project Baby Yoda: An Explanation ............................................................................................................... 29
Appendix D: Powerpoint for the Kickoff Project P4 ....................................................................................... 34
Appedix E: Set of playing cards for Project Baby Yoda .................................................................................. 34
Appendix F : Initial analysis of the transcripts ............................................................................................... 35
Category 1: Experiences ........................................................................................................................... 35
Category 2: Thoughts ............................................................................................................................... 37
Category 3: Behaviour .............................................................................................................................. 38
Appendix G: Quotes connected to the theme after analysis to define results ............................................... 41
Process of addressing the task ................................................................................................................. 41
Anxiety/vulnerability of students ............................................................................................................. 42
Learning goals .......................................................................................................................................... 43
Outcome/Increased Autonomy ................................................................................................................ 43
Anxieties of or about the teacher ............................................................................................................. 44
Divergence from the method or task........................................................................................................ 45
__________________________________________________________________________________________
Abstract
Self-confidence is an important personal trait when it comes to learning and personal growth. This article
researches the design of an intervention specifically designed to help increase student confidence in the first
year of their study. The results of a literature search have been used to create a conceptual framework which
led to the design of Project Baby Yoda. The practicality has been researched with all target users involves and
analysed through triangulation to ensure validity. The article concluded with a discussion of ways to
strengthen the design for future iterations.
Ltd. All rights reserved.

Keywords: self-confidence; personal development; growth mindset, learner agency.
__________________________________________________________________________________________
3
INTRODUCTION
Background.
Self-confidence is considered one of the most important motivators and regulators of human behaviour
(Verma, 2017). For students, having self-confidence means an increase in intrinsic motivation which leads to
deeper learning and talent development. (Veenker & Steenbeek, 2017). But in our daily work as educators, we
hear comments from students that suggest a lack in self-confidence, such as; he is so much better;
programming is just not for me” I’m going to fail anyway, might as well go for the resit. Within the Study Desk
at CMD, there is an increase of first-year students coming by thinking of dropping out, doubting themselves
and afraid they are “just not good enough”.
According to Lexico, self-confidence is “a feeling of trust in one's abilities, qualities, and judgment.” (Lexico,
n.d.). Hearing the aforementioned remarks, it could suggest that the students indeed have a lack of self-
confidence and possibly do not know how to increase their self-confidence.
Relevance
Within HBO, the game design students (as part of CMD) work on project-based assignments. Within year 1,
students work in groups of 4-5 students on a new project within each block. Within this project, the students
use game design skills and 21st-century skills to design a solution for the proposed assignment. The goal of this
course is for students to practice working together while applying relevant skills and in doing so develop
themselves as CMD professionals.
Self-reflection is one of the more important skills needed within the project line, as students not only deliver a
product by the end of the block but also write a reflection report on their personal development. Self-
reflection should happen from start to finish according to the didactical framework of High impact Learning
that Lasts which is implemented within the curriculum of CMD (Dochy & Segers, 2018). Research states that
feelings of self-confidence in part comes from self-reflection (Dweck, 2017; Visser, 2018) But supporting self-
reflection is currently not embedded within the curriculum even though it is expected of students to do so.
Purpose of the study:

The study will be conducted to aid in the design process of the intervention called ‘Project Baby Yoda’ that will
increase self-confidence amongst first-year game design students within project-based education at HBO level.
Within the project, there is purpose and relevance to support the development of self-confidence as well as
being in line with the didactical framework used.
Key concepts
• Self-confidence
• Mindset
• Motivation
• Learner Agency
• Progression based coaching
4
THEORETICAL FRAMEWORK
Self-confidence
Confidence means something different for everyone, but can generally be defined as “the belief that one can
accomplish what they set out to do” and becomes visible when people take actions towards their goals,
despite obstacles (Kosterlitz, 2015).
Self-confidence is an important aspect of living a happy life. Being confident in one's self reduces fears and
anxieties, increases motivation for learning and relationships with friends, classmates, co-workers, and family.
Self-confidence will also increase resilience when things go awry and it strengthens the sense of self and thus
the authenticity of oneself (Markway & Ampel, 2018).
Akey (2006) states:

… student’s perceptions of their capacity for success are key to their engagement in school and
learning, schools should be designed to enhance students’ feelings of accomplishment.
A negative mindset, such as a lack of self-confidence needs to be changed and can be done with the help of an
educational professional (Akey, 2006). This change starts with efficacy, the feeling that one can achieve their
goals (Gardner, 1998).
Mindset & Goals

The degree to which students believe in their talents has important consequences for how they experience
studying and how they respond to setbacks. For students with a negative (or fixed) mindset, education can
look threatening because they may worry about proving their abilities or “looking dumb” (Romero, 2015). They
feel like they are “just not good enough” and might avoid challenges or give up in the face of struggle (Murphy
& Thomas, 2008; Dweck, 2017).
Students with a growth mindset experience school as exciting, see it as a place to learn and opportunities for
development. Having a growth mindset increases passion for learning and personal development and as a
result, people experience increased confidence, self-esteem, creativity and perseverance (Wignall, 2019 ).
Dr Carol Dweck (2017) states that a growth mindset can be accomplished when the person of influence
focusses on praising process, the effort that went into something, not the outcome. Changing “just not good
enough” to “not good enough yet” (Dweck, 2017). Schools for Higher Education Program (2020) says, praising
effort and strategies should relate to specific processes. It is also important to let students set learning goals
for themselves and for the teacher, to be a role model with a growth mindset and to encourage thinking
outside of the box. Zimmerman (2002) also stated that when students create and reflect on their own learning
goals, they will experience an increase in their sense of self, self-confidence, and motivation.
Motivation & Learner Agency

Markway & Ampel (2018) stated that motivation for learning is a direct result of being self-confident and that
self-confidence ensures one's authenticity. When people have a purpose they tend to be more motivated
5
(Dochy & Segers, 2018), motivated behaviours are

mediated by someone's intentions which results in taking Low self-confidence
action (Deci & Ryan, 1995). Some actions, such as

withdrawing from a group conversation, are
unintentional and several researchers (Hieder, 1985;
no learner agency uninentional actions
Rotter, 1966; Bandura, 1977; Seligman, 1975) have
categorized this behaviour with different terms. Deci &
Ryan (1995) categorize this as a-motivation and conclude
that it is directly linked to low-confidence. Because of this
a-motivation, students do not experience autonomy as
their sense of self is “helpless” and to be autonomous lack of sense of self,
means to have agency on one's learning (Deci & Ryan, authenticity and a-motivation
autonomy
1995; Dochy & Segers, 2018).
Figure 1 The regulation of behaviour in low-confidence students
Both Deci & Ryan (1995) and Dochy (2018) state that to
be truly agentic means to be autonomous and acting from one’s self. Figure 3 shows the regulation of
behaviour in these low-confidence students in a cycle. To increase learner agency it is important to help
students reflect on their actions, this can be done after an action has occurred but should also be applied
during the action (reflection in action) so that a student can start regulating his behaviour; thus changing
unintentional actions into intentional actions (Dochy, Bergmans, Koenen, & Segers, 2016).
Progression based coaching

There are multiple ways student autonomy can be supported. One of those ways is progression based
coaching. Educational professionals can use progression based coaching to help students reach their own goals
by giving students the tools that are needed. A progression-based coach, much like a talent expert, focusses on
the fact that any student can book progression and will be intrinsically motivated when they have found their
purpose that they are learning towards (Visser, 2018; Schlundt Bodien G. L., 2017).
high / low self-

Conceptual framework confidence
When looking at the research done it can be
concluded that to achieve an increase in self-
confidence, the regulation of student behaviour
have learner agency intentional action
needs to change. The desired situation is portrayed
in figure 4 in which a student who has low self-
confidence starts by making intentional actions that
will help with an increase in motivation, which will
help a student feel a sense of autonomy for them to
then feel agency of their learning processes which (intrinsic)
feeling autonomous
should then increase self-confidence. Progression motivation
based coaching should be implemented throughout

Figure 2 The desired regulation of behaviour in students
the entire cycle as it focuses on praising process
(Visser, 2018; Schlundt Bodien G. L., 2017) and
enhances all steps.
6
DESIGN REQUIREMENTS AND PRINCIPLES

Given the research done, the following design requirements and design principles have been chosen to
achieve the intended goal (Table 1).
Goal: the intervention should help students develop their self-confidence through stimulating intentional
actions, purpose, experience and insights and sense of control.
Table 1 The Design requirements and principles based on the conceptual framework
Research question:
In this current phase the following research question will guide the process:
What is the practicality of “project baby Yoda”, to increase self-confidence amongst first-year game design
students, with the design requirements: intentional actions, purpose, experience and insights and sense of
control within the project kick-off in block 4?
7
METHODOLOGY
CONTEXT
When designing for education it’s important to look at all components within the curriculum. Such as, the
vision on learning, learning goals, content, teaching methods, maybe even material, didactical and
organizational aspects (Thijs & van den Akker (eds), 2009; van den Akker, 2003)
In the curriculum model from the SLO (SLO, 2019), these different aspects are presented as a curricular spider
web similar to van den Akker’s (2003). This model was used to define the learning environment in which the
intervention takes place (figure 3, Appendix A).
Figure 3 The learning environment in which the intervention takes place.
PROJECT BABY YODA

Project Baby Yoda (or PBY) is a tool to develop self-confidence within a safe environment, by giving the students
concrete tasks, purpose, insights and experience and a greater sense of self.
Students do this by building a game character based on their strengths, within the previously mentioned
learning environment in the shape of 3 concrete tasks (Dochy, Bergmans, Koenen, & Segers, 2016). Throughout
the tasks, the students gain insights (Dweck, 2017; Schlundt Bodien G. , 2018; Visser, 2018) into who they feel
they are authentically by picking out their strengths to make their character. A learning goal is added in task 2 to
increase the purpose for students (Dweck, 2017; Visser, 2018; Schlundt Bodien G. , 2018) learning goals as part
of their characters. Task 3 focusses on giving students a sense of control by having them make their project
teams for the block based on the learning goals and strengths they have picked to ensure learner agency
(Dochy, Bergmans, Koenen, & Segers, 2016; Stefanou, Perencevich, DiCintio, & Turner, 2004).
While the intervention is in play, the teacher coaches progressively to help students think in a growth mindset
(Dweck, 2017; Schlundt Bodien G. L., 2017).
8
RESEARCH SETUP
Design research will be used to improve the current learning environment in which students develop
themselves in. At this stage, a completed intervention has been designed based on design requirements and
principles based off of research. According to Figure 4 and 5 (Reeves, 2006; McKenney, 2001), the design is
currently ready to be tested in its first cycle of iteration. Based on the testing done in this phase, an evaluation
can be made for future iterations.
Since the product is in its complete state and given the research question, a micro-evaluation is the best form
of testing as it helps to collect data of the actual practicality of the product (Plomp & Nieveen, 2013), which
coincides with the research question. This will be done outside the normal user setting, via online testing in
which a small group of target users, uses the product. The focus of this research is qualitative to gain useful
insights into the practicality of the tentative intervention and the user experience (Plomp & Nieveen, 2013).
Figure 4 Refinement of problems solutions, methods and design principles (Reeves, 2006)
Figure 5 Display of the Cascada-sea study (McKenney, 2001)
TARGET USERS
This article focusses on researching the practicality of the intervention and will be assessed by both target
users to collect reliable results in terms of the practicality of the intervention and thus answer the research
question.
9
Target user 1: The teachers (TA1)

• 6 First-Year Project coaches (Varying in gender, age and experience) in Block 4. 4 have agreed to an
interview afterwards.
• They have all used the tool in their kick-off class and have approximately 20-25 students in their
respective classes
Target user 2: The students (TA2)

• 120 First-year game design students (Varying in gender, age, cultural background, past education), 3 of
which have agreed to an interview afterwards.
• They have all used the tool in their kick-off class and thus have designed a character with a learning
goal and created project groups.
• None of the students has seen or used the tool before and thus have no prior experience. They have all
been tasked with talking about strengths and weaknesses in block 3 (the previous block).
DATA COLLECTION
To collect qualitative data, an in-depth interview will be held with both target users after testing as these types
of interviews achieve a detailed level of personal depth and work well with a smaller and more specific group
(Lankoski & Björk, 2015).
A semi-structured interview setup has been chosen as it provides consistency amongst interviewees while
allowing for off-topic exploration with regards to experiences, thoughts and behaviours, allowing for relevant
data for future iterations (Lankoski & Björk, 2015). Within a semi-structured interview, the researcher can
adapt on the fly to provoke deeper thoughts or further explanations on the topics that are being discussed
(Bryman, 2016).
The interview plans have been designed (Appendix B) and focus on 4 phases, based on Lankoski & Bjork’s
(2015) corresponding interview methods. Based on the research question, 4 sub-questions have been
formulated based on the design requirements to help research the practicality of the intervention.
Sub questions:
DR1: How do the students tackle the tasks given to them?
DR2: How are the learning goals helping the students think about their growth?
DR3: How does the tool help students with gaining insight into their authenticity?
DR4: How do students react to the choices they receive in the intervention?
Preparation of the test.

All teachers involved received the following tools to help them out during the kick-off session in which the tool
would be used.
• A manual, lesson plan and tip for PBY (Appendix C)

• A PowerPoint presentation with regards to the kick-off class. (Appendix D)
• A set of playing cards (Appendix E)
What teachers didn’t receive was a clear description of how the groups should be formed, whether the groups
should be made anonymously or by using names. This was left open to see how teachers would use the tool
and what the experiences would be during the use of the tool, enhancing the test for practicality (van Swet &
Munneke, 2017).
10
RESEARCH VALIDITY
To ensure research validity, different forms of triangulation have been used (van Swet & Munneke, 2017);
- Data triangulation; Data triangulation was used by interviewing all the target users involved, meaning
both students and teachers, to look at the different perspectives involving this research to increase the
value and validity of the research (van Swet & Munneke, 2017). These teachers and students are also
from different classes, thus having had different experiences but all completed the intervention.
- Method triangulation; to test for practicality and to let the teachers be themselves upon using the
intervention, not all parts of the assignment were set in stone. Teachers Sean and Petra used the
intervention openly and let their students use their real names upon using the intervention. Teacher
Oscar and Mitchel decided to do this part anonymously. This helped test the practicality to see
whether or not all target users would reach the same outcome (van Swet & Munneke, 2017).
- Time triangulation; the project kick-offs took place in the same week but all on different moments and
times within the week. Both students and teachers were also interviewed on different moments and
times. This was done to prevent specific influences from time (van Swet & Munneke, 2017).
- Research triangulation; Another researcher has been asked to help analyse the collected data and to
discuss the meaning of these results until a consensus is reached through intersubjective agreement
(van Swet & Munneke, 2017).
DATA ANALYSIS
The interviews took place online through Discord (Discord, 2020), and have been recorded using OBS (OBS
Studio Contributors, 2020) after asking for permission of the participants. They have been transcribed and
analysed, per target user and sub-questions based on the categories of experiences, thoughts and behaviours
as these are commonly found through semi-structured interviews (Lankoski & Björk, 2015). The initial analysis
can be found in appendix E.
Research triangulation
Another researcher has been asked to collaborate on analysing the data to ensure the validity and reliability of
the analysis (van Swet & Munneke, 2017). On May 27th, 2020, 14:30 the research triangulation took place on
Discord (Discord, 2020) between O.M. Jansen and S.A. Smith. In this triangulation, themes have been identified
to answer the sub- and main research question.
The first step in the triangulation is to discuss the transcripts to define the themes. Both researchers have
come up with categories based on their textual analysis of the transcripts. A textual analysis consists of
multiple textual readings to make sense of the experiences of the target users. The purpose of textual analysis
is to describe the content, structure, and functions of the messages contained in texts (Frey & Kreps, 1999).
Within the textual analysis, the focus lies on analysing the interactions, by finding repeating words, similar
sentences, topics, actions and utterances (Frey & Kreps, 1999).
The results of both researchers have been discussed and debated to define the themes based on both textual
analysis and interpretations of the transcripts.
Themes
Six themes have been defined based on the initial analysis and the textual analysis, some of which were more
expected than others, based on the questions asked of respondents (table 2) and based on repeating words,
similar sentences, topics, actions and utterances (Frey & Kreps, 1999)
1. The process of addressing the task

a. All respondents were specifically asked to describe their actions throughout the different
tasks and visible reactions, using a think-aloud method.
2. Anxiety or vulnerability of the students
11
a.A common theme amongst all students is their mentioning of anxieties, insecurities
throughout the tasks, stepping out of their comfort zone.
3. Learning goals
a. All respondents were asked about their experiences of choosing learning goals. The talk is
generally positive even when the interviewer probed for negative feedback. Part of task 1, in
particular choosing the main body part, was less positively received, however as these are
independent of (and merely scaffolding for) the learning goals, these were not noted.
4. Outcome/increased autonomy
a. Questions of autonomy were not explicitly asked, thus self-offered observations from
respondents of perceived increases in autonomy can be taken as evidence that the task has
achieved this goal; conversely, should the respondents be negative about the outcomes, this
would indicate it did not achieve the autonomy goal. However, as all the references to
autonomy and the outcome of the task were positive, this possibility can be rejected.
5. Anxieties of or about the teacher
a. One of the most surprising findings was that all teachers showed signs of anxiety throughout
the use of the intervention, doubting their skills/actions in executing the task. Upon probing
for further explanation these anxieties came from doubting their skills, scared of forgetting
parts and wanting to control the situation to ensure it is done right.
6. Divergence from the task
a. Teachers all executed the tasks differently. One respondent forgot a task, another decided a
task wasn’t needed and everyone choose a different method for executing task 3. It would be
advised to conduct further research into the effects on the student as this was not part of the
current study.
RESULTS
As the focus in the analysis lies on interactions through textual analysis, this can be used as qualitative
research to define the results (Baarda & Bakker, 2018). The themes have been debated and discussed, through
triangulation, until consensus was reached on the interpretation of the results through intersubjective
agreement. (van Swet & Munneke, 2017). The themes have been connected to the sub-questions and quotes
have been used during triangulation to identify and analyse the themes (Appendix G). This data was used to
answer the subquestions.
Sub-question 1 How do the students tackle the tasks given to them?

Theme(s) The process of addressing the task & Anxieties of or about the teacher
It was clear for students what to do, they all completed the tasks presented to them. It is also
clear that students did the tasks authentically (Deci & Ryan, 1995; Dochy, Bergmans, Koenen,
& Segers, 2016; Stefanou, Perencevich, DiCintio, & Turner, 2004). The head and body parts
were considered less important / less interesting but helped the students to do task 2.
Students choose some strengths on the safe side.
All teachers seemed to be nervous/anxious upon doing the tasks and questioned their
capabilities.
Sub-question 2 How are the learning goals helping the students think about their growth?
Theme(s) Anxiety / vulnerability & Learning goals
The students could use task 1 as a stepping stone for task 2. This could be indicative of
students learning as they step out of their comfort zone and into the zone of proximal
development (Vygotsky, 1978). Students expressed their way of thinking, stepped out of
their comfort zones and reflected to see what would fit them based on their strengths picked
in task 1 and previous experiences. This shows students started thinking in a growth mindset:
12
“This is who I am and this is where I want to go and I can do that” (Dweck, 2017; Visser,
2018).
Sub-question 3 How does the tool help students with gaining insight into their authenticity?
Theme(s) Outcome / increased autonomy & Learning Goals
The students were anxious at the start but showed motivation and positivity towards the
process, showing signs of autonomy (Stefanou, Perencevich, DiCintio, & Turner, 2004). The
students took ownership of the process and showed this ownership by standing up for their
choices. The anxiety at the start possibly coming from a fixed mindset which later seems to
turn in a growth mindset as students were taking ownership of their choices and goals
(Dweck, 2017).
Sub-question 4 How do students react to the choices they receive in the intervention?
DR sense of control
Theme(s) Anxiety/vulnerability & Divergence from the method or task
Students were positive about the experience. They explained they took their time scrolling
through all the options and reflected upon the options giving them enough choice within the
set boundaries of the task (Stefanou, Perencevich, DiCintio, & Turner, 2004). All students felt
their actions authentically (Dochy, Bergmans, Koenen, & Segers, 2016). Task 1 choices were
easy.
CONCLUSION
Based on the triangulated results of the sub-questions and connecting themes, a short conclusion is written
about each design requirement to answer the main research question.
Intentional Actions
Several researchers (Deci & Ryan, 1995; Dochy, Bergmans, Koenen, & Segers, 2016; Stefanou, Perencevich,
DiCintio, & Turner, 2004) state that through concrete tasks students can make intentional actions and
experience autonomy.
The students have been able to do the tasks successfully and authentically and could reflect on their own
choices in the process. The students also mentioned that they felt the characters represented them. And did
not have questions in the process.
However, the teachers’ experience has been different as they all experienced anxiety, nerves and doubts upon
doing the tasks. They admitted feeling a lack of control or uncertainty upon using the intervention.
Purpose
To give students purpose, the intervention should help students create learning goals for themselves (Dweck,
2017; Visser, 2018; Schlundt Bodien G. L., 2017).
All students were capable of picking out learning goals and did not go for the obvious choice but went with the
authentic choice as the choice was theirs. All students were happy about their chosen learning goal but
mentioned possibly wanting to pick more than one learning goal.
13
Experience & insights

To give students a stronger sense of self the intervention should focus on progression based coaching as it
ensures an increase in student autonomy and helps students change a fixed mindset into a growth mindset
(Dweck, 2017). The coach should focus on praising the students' effort while doing the intervention and not
the outcome (Visser, 2018; Schlundt Bodien G. L., 2017).
The respondents showed that the given tasks helped them think in a growth mindset. Where anxiety (and thus
fixed-mindset) were visible at the start of the session, all students showed a growth mindset towards the end
of the session. This is done in part by the coach doing progression based training and in part by students
experiencing autonomy through choice.
Sense of control
To give students a sense of control they should feel agentic over their learner process (Dochy, Bergmans,
Koenen, & Segers, 2016). To do so, the students should have enough choice and room to explore within a set
structure with boundaries (Stefanou, Perencevich, DiCintio, & Turner, 2004)
Students mentioned that they wanted more choices in the body parts as they felt certain strengths may be
missing. The body parts, however, are a scaffolding method for task 2, helping the students think towards a
growth mindset and allowing them to pick goals for themselves. After finishing the tasks, all respondents
reacted enthusiastic to the intervention and showed signs of intrinsic motivation (some even said so literally)
as well as learner agency as they were all capable of reflecting upon their actions.
MAIN RESEARCH QUESTION

What is the practicality of “project baby Yoda”, to increase self-confidence amongst first-year game design
students, with the design requirements: intentional actions, purpose, experience and insights and sense of
control within the project kick-off in block 4?
The practically of the intervention can be marked as a success with both target users as all design
requirements and principles have been positively experienced.
Practicality for the student

The students have felt an increase in autonomy, motivation, learner agency through intentional actions. By
doing the different tasks the students are scaffolded from task to task through concrete tasks but feel a sense
of autonomy through the choices they get to make within the set boundaries. The tasks have all been achieved
successfully, students have given their learning purpose by creating learning goals and
Practicality for the teacher

The teachers, even though the intervention is practical and easy to understand, felt a serious sense of anxiety
and nerves while using the intervention. They used progressive coaching as a method to scaffold their students
through the tasks but the anxiety of a teacher could reduce the practicality of the test. This will be discussed in
the recommendations section.
14
DISCUSSION
EVALUATION
Theoretical validity.
The design requirements have been carefully picked based on the conceptual framework. According to Dochy
& Segers (2018), when students have a purpose they experience an increase in motivation. However, Markway
& Ampel (2018) state that increased motivation is a direct result of being self-confident which also ensures an
increase in authenticity. For this research, to test for practicality, the results of self-confidence and
measurements of increased motivation were not included.
Because of the creation of a conceptual framework, created entirely from existing theories, the use of the
educational spiderweb (van den Akker, 2003) to identify the learning environment and the creation of design
requirements and design principles based on these, the research can be considered reliable.
Triangulation validity.
To validate the research, multiple types of triangulation have been used. However, when looking at the data
triangulation, only 3 out of 120 students and 4 out of 6 teachers have been interviewed after using the
intervention. These 3 students come from different cultures, are different in gender and age and tested the
intervention with different teachers. For these diverse respondents, the intervention has tested as practical
but should be tested further to ensure validity in a larger test group for both target users.
RECOMMENDATIONS
The intervention
Considering Project Baby Yoda’s next iteration is should be noted that the design could remain fairly
unchanged. However, at the forefront of the next iteration should be to ‘solve’ the anxiety of the teacher as
the research has shown that 4 out of 4 interviewed teachers, all experienced a sense of anxiety and
nervousness. It could be that teachers, in these types of situations refer back to a fixed mindset themselves
(Dweck, 2017) whereas it is of the utmost importance that the teacher has a growth mindset himself and can
show this to students (Schools for Higher Education Programm, 2020).
A possible solution for this would be to show the teachers the results of their actions and show that despite
them feeling as though they were making mistakes, all students got where they were supposed to go. In the
intervention manual, an FAQ could be added with possible questions teachers might have before or during the
intervention based on their experiences but also how to work on their growth mindset.
Another issue that could be addressed is that own art should be created as it will aid the overall game feel
(Swink, 2009; Schell, 2019). A good game feel will immerse the player more (Kremers, 2009) and thus make it
easier for students to be drawn into the tasks. It is not a necessary feat as it did not impair the practicality of
the intervention but could aid it.
Future research
Plomp & Nieveen (2013) describe 4 criteria for design research when it comes to ensuring qualitative research.
These are relevance, consistency, practicality and effect. This study has focussed on the first three steps but to
properly test the intervention, the effect should be researched as well. This could be done to see whether or
not students feel an increase in self-confidence or to see whether the intervention helps to experience
increased motivation throughout the block.
The steps for future research on the short-term:
15
1. Research teacher anxiety and implement a way of reassuring the teachers in their task to increase the
practicality and effect.
2. Run a test in which students can choose more than one learning goal to test the practicality and effect.
3. Create art to increase the immersion, which could enhance the desired outcome of the design
principles.
However, as Zimmerman (2002) states that reflection upon the learning goals if of the utmost importance to
experience an increase in the sense of self, which is an important aspect of self-confidence. Combined with
with the help of praise on the process (Dweck, 2017; Schools for Higher Education Programm, 2020) it should
be noted that for a reliable effect this intervention should be measured over a longer period on both the
teacher and students side.
16
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215.
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Dochy, F., Bergmans, I., Koenen, A.-K., & Segers, M. (2016). Bouwstenen voor High Impact Learning. Het leren
van de toekomst in onderwijs en organisaties. Amsterdam: Boom.
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Kernis, M. (2006). Self-esteem Issues and Answers. Amsterdam: Amsterdam University Press.
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Kremers, R. (2009). Level Design. Concept, Theory & Practice. United Kingdom: Taylor & Francis Inc.
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SLO. (2019, Oktober 30). leerplankader kunstzinnige oriëntatie: betekenisvol leren. Opgehaald van SLO:
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Spink, Proceedings of Measuring Behavior. Utrecht, the Netherlands.
18
APPENDIXES
APPENDIX A: THE LEARNING ENVIRONMENT

An analysis of the learning environment has been made to see where the intervention would take place. This
has been done based on the curricular spiderweb of van den Akker (2003). Visually shown in figure 6.
LEARNING ENVIRONMENT NOTES FOR THE INTERVENTION DESIGN

REQUIREMENTS
LEARNING The learning goals are derived The competency and thus learning goal 1+2
GOALS from the competencies has been derived from the CMD
expected within CMD while required competencies (Appendix F).
keeping the previously
designed goals in mind. Both of these learning goals are also
being assessed in the development
Competency E: portfolio which is 1 of the 2
The CMD professional assessments (Appendix G) within the
operates and performs within project course. The designed
a team and uses the team's intervention can thus be used by
diversity to his/her students to help them write their
advantage. development portfolio.
Learning goal E1:
The junior professional
collaborates within a
multidisciplinary,
multicultural and/or
international environment,
whereby the student
manages to connect the
various disciplines
Competency H: Developing
and reflecting
The junior professional has
insight into his/her own
personal and professional
development (knowledge,
ability, standards and values)
and is conscious of his/her
professional conduct and the
impact thereof on others.
Learning goal H1:
The CMD professional
manages his/her
development: displays self-
knowledge (is aware of own
strengths, weaknesses, and
motives), is capable of
formulating learning needs,
can reflect on and take
responsibility for his/her
actions and manages the own
learning process.
CONTENT During the intervention, the Within Hanze CMD our didactical vision 1+2+3+4
students will learn what their is that of High Impact Learning that
19
strengths are and what they Lasts, further mentioned as HILL

would like to develop (Dochy, Bergmans, Koenen, & Segers,
themselves further in. 2016).
Students will, under guidance,
find their purpose for What is important is that this is done
studying and growth and throughout the entire block and not
make learning goals based on just the kickoff as we aim to teach HILL
this. This will help them get a and progression based which cannot be
better sense of self and done in just 1 class. The purpose is to
increase learner agency. create learning that lasts (Dochy, 2018)
These factors are important and help our students become
to Hanze CMD as we aim to confident CMD professionals.
help our students become
self-regulating individuals HILL focuses on creating impact
that grow into CMD through learning while focussing on the
professionals by using the transfer of knowledge and the effective
HILL method (Dochy, 2018) use of competencies within the
for didactics. professional field. The impact should
not be a one-time occurrence but helps
a student within their further studies.
LEARNING To create a meaningful To stay close to the students' 1
ACTIVITIES learning environment it is experience the intervention will be
important to stay close to the related to the field of gaming.
students' experience and
level of development (SLO, As most students are low-confidence,
2019). shy and do not like talking about their
(lack of) skills the start of this
As creativity is important assignment will be done individually to
within our education the create a safe space for students to be
intervention will allow creative in.
students to use their
creativity while learning
about themselves and
critically reflect upon
themselves.
The intervention focusses on

designing a game character
based on the strengths of the
individual student, making it
fun, close to their experiences
while focussing on their
talent-development.
To increase the reflection

process, students are tasked
with levelling the character
up based on a chosen
learning goal and making
groups with the characters by
looking at how these learning
goals can be strengthened by
others.
TEACHER ROLE The teacher acts as a coach. The intervention can be brought to 3
The coach should focus on these coaching sessions so teachers can
20
process and self-development use it when applying progression based

throughout the block to help coaching.
our students become self- The students have something to hold
regulating CMD professionals. onto throughout the process, their
This is done by weekly purpose and the coaches can coach the
coaching sessions in which a students towards this.
coach talks to each group of
students for about 30 • The intervention should ensure
minutes. This way the that teachers know what they
students should learn how to can do to coach in a
look at their teams' process progressive manner.
and their self-development to • The teacher should coach in a
use this when creating their progression based manner to
development portfolios. help students shift into a
growth mindset and to
increase autonomy and
authenticity (Visser, 2018)
(Schlundt Bodien G. , 2018).
MATERIALS The intervention will be a tool For the benefits of the intervention it 1+2
AND that can be implemented needs to be small enough to easily carry
RESOURCES directly into the kickoff of the to a classroom, change between
project. Something students classrooms, but more importantly:
can actively use their • fun and interesting enough for
creativity on so they won’t be students to want to interact
able to hide behind their with it.
screens, it will be an easy first
step towards interaction. The
main interaction will happen
between student and task.
The teacher supports this
through progression based
coaching.
GROUPING To increase student •The intervention will be used 3+4
autonomy and ownership of during the group making
their learning, students get to process and will be based on
choose their group (Stefanou, what students have made.
Perencevich, DiCintio, & • For example, students could
Turner, 2004). However, since match up learning goals to
most students are shy and create groups. Or students
focussed on a fixed mindset could match up strengths to
there needs to be guidance make a group.
on how to make these • A possibility for the group
groups. making process is that this is
done anonymously so that
students don’t feel shy or left
out while the group making
happens (this might be
interesting for testing
purposes).
LEARNING Week 1: A classroom that fits These are the locations we already have 3
ENVIRONMENT about 30 students. There is and thus the intervention has to work
(LOCATION) room for tables and chairs to within the boundaries of these
be moved around. Walls you locations.
can hang things on,
whiteboards you can write • The intervention needs to be
on. small enough to carry around.
21
Week 2-4: A smaller room • The intervention needs to be

fitting max of 8 people for light enough to hang on walls
coaching sessions with just • The intervention needs to be
the group durable enough to be carried
Week 5: A bigger room for around.
testing purposes, there’s
enough electricity to power
up laptops and enough space
for students to present and
test their games.
Week 6-7: Small rooms again
Week 8: A room that fits +100
students for a demo day to
ensure openness and fun
while the students present
their projects.
In between these classes,
there are many learning
environments used by the
students. Discord for team
meetings and sometimes for
contacting the teacher (some
teachers are also on Discord).
Whatsapp to keep each other
up to date on progress, their
Trello board to work in an
agile manner and students
book rooms themselves to
work in via Hanze web room.
TIME The intervention will be Students should work on their learning 1+2+3+4
implemented in week 1 goals each week, starting immediately
during the project kickoff. from the kickoff to make them active
Which will take no more than learners and make them agents of their
about 90 min to maintain learning process (Dochy, Bergmans,
energy levels. Koenen, & Segers, 2016)
The intervention can be used

throughout the coaching
sessions to see how the
students are progressing with
their learning goals. It could
even be used by academic
counsellors in personal talks
between counsellor and
student to see how the
student is doing and if they
need extra help.
ASSESSMENT To have the students focus on One of the HILL principles applied here is 2+3
learning and personal assessment as learning (Dochy, Bergmans,
development there won’t be Koenen, & Segers, 2016), by giving
constructive feedback and peer feedback on
an assessment connected to
the progression of the students. This will
the intervention. However, also help create a growth mindset (Dweck,
students could use the 2017).
intervention as a tool to help
them write their
development portfolios at the
end of the project block.
22
Figure 6 the learning environment in which the intervention takes place
23
APPENDIX B: INTERVIEW PLANS

The interview guide has been prepared to guide both the researcher and the interviewee through the
interview. Questions differ slightly depending on the target user, but the topics and sub-questions were the
same.
To collect useful data, an in-depth interview will be held with the testers after testing as these types of
interviews can excel at achieving a detailed level of personal depth and work well with a smaller and more
specific group (Lankoski & Björk, 2015).
A semi-structured interview setup has been chosen as it provides consistency amongst interviewees while
allowing for off-topic exploration. This way, interviewees can express their experiences, thoughts and
behaviours while allowing for relevant data for future iterations (Lankoski & Björk, 2015).
Interview guide for the students
Interview Guide Purpose Content

components
Introductory script To open the The goal of the study is to find the practicality of the
interview and cover designed intervention from the perspective of the target
the necessary user (i.e. the teacher).
information with the
participant. To As you may know, the intervention (what we will call it from
remind the now on) is designed to help the first students increase their
researcher of the self-confidence over time, with this being the first step in the
study goal intervention.
The purpose of the intervention is to collect thoughts and

feedback to iterate further upon the intervention that should
increase self-confidence amongst first-year GD students.
Gain consent As we currently live in an online world where we practice
social distancing I would like to ask you whether you agree to
be recorded during this interview to analyse the data later to
improve the intervention.
I would also like to ask you whether you wish to stay

anonymous or not. If you wish to stay anonymous I would
like to ask if you do agree with the usage and analysis of the
data for further studies.
Explain to the For this interview, a few questions and topics have been
interviewee what will prepared. What is important is to answer as honestly as
happen during this possible and from your personal experiences. Whether
interview things were good, bad or confusing, I would love to hear it
all.

components
Warm-up Put the participant at To start with, could you describe in a few words how you felt
Questions ease and build the intervention went?
rapport
Can you give an example of a moment during the use of the
Focus on things the intervention you really enjoyed?
participants will be
able to express
easily, such as their
24
positive experiences
using the tool
Ask simple but on- How long did it take for you to get through the character
topic questions. creation? (give or take)
Interview Purpose Answers Research Question Content

Guide
components
Substantive Collect deeper How do students tackle the Could you describe how you tackled
Questions data that tasks given to them? the first task / second task / third task?
answers the
research 1.
question
Try to provoke How are the learning goals What did you think of picking out a
more thought in helping the students think learning goal? Which one did you pick?
participants about their growth? Why that one?
How did you make your project group?

Maybe different in an actual
classroom?
Teacher involved?
How did your group get made?

Who can help you with your learning
goals?
Why is this project group going to
succeed?.
What will be your role in this project
group?
What strengths do you have in your

project group?
How does the tool help How did you pick out the strengths?
students with gaining insight
into their authenticity?
What stood out to you when looking at
the other characters of your
classmates?
How do students react to If I had to ask you to describe task 1?

the choices they receive in What would you say it was?
the intervention? Task 2/3?
Did you miss any strengths?

Did you miss anything in the
intervention?
Did you miss any learning goals?
25
How confident do you consider

yourself?
Interview Guide Purpose Answers Research Question Content

components
Demographic Gather data How are the learning goals As a student, do you feel as though
Questions needed to helping the students think this tool method helped you reflect
describe about their growth? on your personal goals?
participants in
the final research
report
Think critically How do students react to Were you able to use experiences
about the the choices they receive in from the previous blocks to handle
participant the intervention? the tasks in this tool easier?
characteristics
that matter to
your research
question
How does the tool help Do you feel that the character you
students with gaining insight uploaded is a good representation
into their authenticity? of you? Why/Why not?
How do students tackle the Did you have any questions during
tasks given to them? the use of the tool? During any of
the specific phases?
Interview guide for teachers

components
Introductory script To open the The goal of the study is to find the practicality of the
interview and cover designed intervention from the perspective of the target
the necessary user (i.e. the teacher).
information with the
participant. To As you may know, the intervention (what we will call it from
remind the now on) is designed to help the first-year students increase
researcher of the their self-confidence over time, with this being the first step
study goal in the intervention.
The purpose of this interview is to collect thoughts and

feedback to iterate further upon the intervention that should
increase self-confidence amongst first-year GD students.
Gain consent As we currently live in an online world where we practice
social distancing I would like to ask you whether you agree to
be recorded during this interview to analyse the data later to
improve the intervention.
I would also like to ask you whether you wish to stay

anonymous or not. If you wish to stay anonymous I would
like to ask if you do agree with the usage and analysis of the
data for further studies.
I will type along while we speak.
26
Explain to the For this interview, a few questions and topics have been
interviewee what will prepared. What is important is to answer as honestly as
happen during this possible and from your personal experiences. Whether
interview things were good, bad or confusing, I would love to hear it
all.

components
Warm-up Put the participant at To start with, could you state your name and role within CMD
Questions ease and build at the time of this interview.
rapport
On to the intervention, could you describe in a few words
Focus on things the how you felt the intervention went?
participants will be
able to express Can you give an example of a moment during the use of the
easily, such as their intervention you really enjoyed?
positive experiences
using the tool
Ask simple but on- How long did it take for you to get through the intervention?
topic questions.
Interview Purpose Answers Research Question Content

Guide
components
Substantive Collect deeper How do students tackle the Could you describe how your students
Questions data that tasks given to them? tackled the first task / second task /
answers the third task?
research
question
Try to provoke How are the learning goals How did students respond to phase 2,
more thought in helping the students think where they had to pick their learning
participants about their growth? goals?
- Can you give an example?
- What reactions did students
give?.
In phase 3, when students started

making groups based on their
strengths and learning goals, what did
you see happen?
- How did the students
approach this task?
How does the tool help How did students tackle the task of
students with gaining insight picking out strengths?
into their authenticity? - What did you see?
When the characters got posted on the

padlet board, what stood out to you?
27
What were the students' reactions

upon seeing each other’s characters?
How do students tackle the What questions did you get from
tasks given to them? students during the intervention?
- How did you deal with these
questions?
- Where did you feel students
were struggling when making
the character?
Interview Guide Purpose Answers Research Question Content

components
Demographic Gather data How are the learning goals As a project coach, your purpose is
Questions needed to helping the students think to have students learn through
describe about their growth? competencies, what do you feel like
participants in this intervention offers the process
the final research of learning?
report
Think critically How are the learning goals As their project coach, did you feel
about the helping the students think as though students were decisive on
participant about their growth? which learning goals they wanted to
characteristics take?
that matter to
your research Useful they’ve been premade.
question
Do you feel like learning goals are
missing?
What do you think would happen if

you take away the pre-prepped
learning goals and let students make
one themselves?
How does the tool help As their academic counsellor, you

students with gaining insight know your students pretty well, do
into their authenticity? you feel the characters they
presented are a good representation
of their strengths?
How do students tackle the As the teacher doing the kickoff,

tasks given to them? what would you change about the
tasks you give to students? And
why?
28
APPENDIX C: MANUAL AND LESSONPLAN FOR PROJECT BABY YODA
PROJECT BABY YODA: AN EXPLANATION

The intervention has been designed to be used during the project kickoff of block 4 in year 1 and can be found
on: https://projectbabyyoda.odettejansen.nl/
Object of play
Most of us think of making project groups as something we do easily. Just put some people together and let’s
get to work. For students, this type of group making reduces their sense of autonomy (Stefanou, Perencevich,
DiCintio, & Turner, 2004) and doesn’t create urgency for learning (Dochy, Bergmans, Koenen, & Segers, 2016).
This intervention aims to give control back to the students so they experience learner agency (Dochy,
Bergmans, Koenen, & Segers, 2016) while working within the standards CMD has set up for project coaching in
year 1.
By taking a step back from the process of making groups and looking inwards, students will reflect upon their
actions first, before making unintentional decisions when it comes to making groups or their learning (Dochy,
Bergmans, Koenen, & Segers, 2016).
To make the intervention more meaningful for the game design students, the intervention will let students
design their game characters. Staying close to the students' experiences will allow for more meaningful
education (Volman, 2011). The task students will be doing, will not have a predesigned solution, thus giving
students freedom within the set boundaries of the task, which allows for an increase in autonomy (Stefanou,
Perencevich, DiCintio, & Turner, 2004).
Project Baby Yoda is an intervention, designed to reflect on action, give learner agency and autonomy back to
the students so they learn how to become intentional in their actions and motivation with the result of gaining
self-confidence. By personifying it, the students can better relate to the intervention and design their own next
‘level’.
A short pitch of the intervention

Students will be designing their game character based on themselves (concrete tasks: (Dochy, Bergmans,
Koenen, & Segers, 2016)). Puzzle pieces will be provided from which the students can choose, consisting of
heads, bodies, arms, and legs. Each puzzle piece will contain a strength a student might have, such as; great
listener, fast sketcher, good at problem-solving, great motivator, etc. Students will construct their game
character by picking a head, body, arms, and legs. Each body part will contain certain strengths.
Head: A strength to do with their emotions

Body: A strength to do with teamwork
Arms: A strength to do with their game design skills
Legs: A strength to do with talents.
Together they form the level 1 character that’s a personification of the student(Experience/insight (Visser,
2018) (Schlundt Bodien G. L., 2017)). Once this is done, the student will move on to the next assignment, which
is taking a look at what their level 2 character would look like. Just like in actual games, characters don’t start
as heroes, they have to learn, to grow to become heroes. The same goes for students. Level 2 doesn’t exist yet,
but we can see what level 2 would look like. In games, you can assign abilities to characters and you look
ahead to see how you want your character to develop. This intervention does the same. Students will use their
level 1 character and add a learning goal (Dweck, 2017) (Schlundt Bodien G. , 2018) to it, making it ready to
become level 2. This is done by adding puzzle pieces to their character via accessories for their characters in
the shape of additional puzzle pieces, such as hats, umbrellas, skateboards, etc. Once their level 2 character is
29
done they can now display them in class (purpose (Dweck, 2017), learner agency (Dochy, Bergmans, Koenen, &
Segers, 2016)).
While the intervention is in play, the teacher coaches progressively to help students. More on this later in
strategy for coaches.
The next part of the assignment is to select your team of heroes. Who is going to be in your team when it
comes to “battling out” this project. Now a good team of in-game heroes has complementary skills. You
wouldn’t make a team of just healer-mages, you need a tank as well. With this in mind, students get to make
their teams now (increasing autonomy (Stefanou, Perencevich, DiCintio, & Turner, 2004)) with the only rule
being: you have to be able to explain how this team of heroes is going to succeed together and how they will
reach level 2 by the end of the project.
Once this is done, the teacher will approve of the teams and continue with the rest of the lesson. Students will
be motivated to start as a result of this intervention and having a purpose, autonomy, and sense of control will
increase their self-confidence throughout this block.
Number of players
4-30 ( a full class would work best)
Duration of play
60-90 min.
Materials
1. Intervention box with puzzle pieces (Appendix I) consistent of:
a. 30 heads
b. 30 bodies
c. 64 arms (32 left and 32 right – these are the same 32)
d. 20 legs
e. 30 accessories
2. A predesigned PowerPoint that will guide teachers and students through the intervention.
How to play
The intervention will be done in several stages, shown in Table 3, which uses the Hanze CMD lesson plan with
an addition of the design requirements taken from the research. The lesson plan and PowerPoint should
provide enough for the teacher to hold on to while playing the intervention.
Table 2 The intervention in a lesson plan, connected to the previously mentioned design requirements
TASK GOAL DESIGN TEACHER TASK STUDENT TASK EXPLANATION

REQUIREMENT
PART 1 To start the Concrete tasks The teacher The student listens The task will be
assignment explains the to the explanation explained. Create
with task at hand. of the task your game
intentional character that
actions. represents your
strengths
30
CREATE With this, the Concrete tasks Teacher Students get a These options
GAME students gain Purpose, supplies supply of puzzle should be enough
CHARACTER insights into sense of students with pieces, all for students to be
their strengths control, a set of representing creative with and
and what insight, and options they strengths. With gain insight into
makes them experience can choose those puzzle their authenticity
authentic from and pieces, students while giving them
without walks around get to create a control over their
having to look while coaching character that learning.
at their progressively represents them.
weaknesses. The focus is on
strengths. 1 head,
2 arms, 1 body, 1
pair of legs.
PART 2 With this Purpose, The teacher Students listen The student has
students will Concrete tasks explains part 2 while the teacher now created a level
gain a sense of explains the next 1 character so will
purpose for part of the task. now think about
their what their level 2
development character would be
by creating like. What happens
learning goals if they level up?
and will
receive a
concrete task
to ensure
CREATE With this, the Purpose, The teacher Students use By the end of this
LEVEL UP FOR students will Concrete supplies supplies from the task, students have
GAME create specific tasks, sense of students with teacher to create evolved their LVL 1
CHARACTER learning goals control, a set of their level 2 character into a
that they want insight, and options they character possible LVL 2
to reach by experience can choose character.
the end of from and
block 4. walks around
while coaching
progressively.
MAKE Students will Concrete The teacher Students make Characters are
CHARACTERS experience tasks, insights, walks around their characters designed in a way
PRESENTABLE authenticity and while coaching presentable (either that makes them
by seeing their experience progressively. stand or hanging easy to present.
characters them on the wall) Either on a stand or
amongst on the wall.
others.
PART 3 Students will Concrete tasks The teacher Students listen to In the next parts,
be given a explains part 3 hear what the next students will make
concrete task in which the part of the task is groups based on
which will help next going to be. their learning goals
ensure assignment is and will then
intentional for students to present their
actions for the create teams teams. The goal is
following bases on their to make teams that
steps. learning goals can help each other
and some reach their learning
other rules. goals.
EXPLORE Students will Concrete The teacher Students explore
experience tasks, insights, walks around all the characters
authenticity in the room and
31
by seeing their and while coaching make notes for

characters experience progressively. themselves.
amongst
others. They
can also see
that everyone
has learning
goals.
MAKE TEAMS Concrete The teacher Students will make
tasks, walks around teams based on
purpose, while coaching the given rules.
insights, progressively.
experience,
and sense of
control
PRESENT Concrete The teacher Students will
TEAMS tasks, sense of listens and present their new
control, asks questions teams and explain
experience based on WHY this team will
progressive work and how they
coaching will reach their
learning goals
together.
Strategy for coaches

As a coach, you explain the assignment to the students by following the PowerPoint and lesson plan provided.
When the students are working on the characters, walk around and see if students need encouragement. If
you think a student is stuck, can’t create their character or just doesn’t seem that into it, you can use the
tactics below and or refer back to the progression based training from 2019 (Visser, 2018; Schlundt Bodien G.
L., 2017).
Stimulating a growth mindset

When you hear students uttering in a fixed mindset (I don’t have any strengths, I can only find 1, he’s already
done, etc”) and focusses negativity on a lack of intelligence or talent, use the following 3 steps consecutively
(Schlundt Bodien G. , 2018):
1. Acknowledge:
• You're right, it is a complicated task
• Ah, but you think you cannot do this?
2. Make it normal
• Oh yeah, there are a lot of people who find it difficult to … (connect to task in simple terms -> for
example: find their strengths)
• It’s completely normal to need time to … [example: find your strengths], a lot of people have this.
3. Make it positive
• What I often see is that when students stop thinking about it and letting go of the pressure, they
even start to enjoy figuring out their strengths (or forming learning goals)
• Ah but the strength you have there is a really good one, I saw that in the project last block when …
[add example].
Coaches need to keep referring back to these level 2 characters throughout the block. Self-confidence doesn’t
happen overnight so the coach needs to keep bringing back those learning goals and coach on progression
throughout the block (Dweck, 2017; Schlundt Bodien G. L., 2017; Visser, 2018). If done well, by the end of the
32
block, students should experience an increase in self-confidence, resulting in better study results and
increased motivation (Markway & Ampel, 2018).
33
APPENDIX D: POWERPOINT FOR THE KICKOFF PROJECT P4
The PowerPoint for the Kick-off of the project in Block 4 can be found via this link:
https://projectbabyyoda.odettejansen.nl/documentation/
In this, it explained the tasks students would do during the session as well as information about the new block
and project. The PowerPoint also contained notes to help the teachers during the session.
APPEDIX E: SET OF PLAYING CARDS FOR PROJECT BABY YODA
As this is a prototype all cards are available online. The idea is that these cards are physical playing cards to
play with, in the classroom.
Task 1 playing cards: https://projectbabyyoda.odettejansen.nl/

Task 2 playing cards: https://projectbabyyoda.odettejansen.nl/lvl2-learninggoals
34
APPENDIX F : INITIAL ANALYSIS OF THE TRANSCRIPTS
Before triangulation took place an analysis has been made based on the transcripts by looking at experiences,
thoughts and behaviours of both target users. This analysis has been used in the triangulation to further define
the themes.
Category 1: Experiences
Respondent Role Raw variables Quotes
It seemed a little disorganized to start with

but the students all did the tasks
accordingly. The slides were very clear. Did
DR1 not read the manual
Groups were largely based upon the learning "(student) is this what I want to learn
Sean Teacher 1A
DR2 goals. Students liked picking the LG cards or what I should learn?"
Students thought the body cards were too

DR3 easy.
Some students were anxious in making

groups, felt vulnerable about being picked
DR4 for groups.
The students enjoyed the tool, being

creative as well as productive and increased
their motivation. Having the manual and the
slides made it clear what was expected of
DR1 me.
The weakest part he feels is the LG's as he

doesn’t believe people looked at it that "I followed the rules pretty closely
much. And the text was hard to read, that you gave in the slides, but there
Mitchel Teacher DR2 emphasizing that feeling. was nothing about them having to
use their names. So I told them not
to add their name to the graphic. "
Did a lot of coaching during the group
process, helping out with linking strengths to
each other and making sure that also the
DR3 more quiet students would be included.
Some of the body parts may have been too

easy for students. Feels like these are
DR4 strengths known in block 1 already.
There were no questions from students

upon doing the tasks, they all got was asked
DR1 of them.
"None of this would have been an

Oscar Teacher 1E
Students picked out their strengths and their obstacle had they been in class"
goals and presented them to each other,
they all made their preferred group based
on their strengths and then had to find
DR2 compromises to end up with the final groups
35
Feels like the tool gives accountability to the

DR3 students making them feel empowered
We used codenames upon revealing the

character. Thus group creation focused
more on strengths instead of on the person
DR4 behind the strengths.
Students were enthusiastic and clearly

having fun. Online environment created
DR1 difficulties
Everyone found a learning goal, they clearly
DR2 fitted them well. "Suddenly I had like 55 messages in
the chat, you know. Because,
Saw students posting their strengths in the normally this class is a bit quitter to
Petra Teacher chats and talking about them in voice me. So that really made a big
DR3 channels difference that they could relate to
it"
Afraid that it wouldn’t help everyone, some
were faster than others. Created insecurity
in teacher. Thus increased the speed for
some students and not for others, created
DR4 chaos.
Tasks were easy to understand and doable

"Creating the character was fun" "It
within the timeframe provided. Making the
felt like self-evaluation and self-
DR1 teams was a mess.
growth" "I am not sure if everyone
Brayan Student 1A The LG was the key point of this whole took it seriously, people wanted to
DR2 experience work with friends so just picked their
DR3 Got him out of comfort zone friends"
DR4 Needed more personality traits
Would prefer if the group making is

anonymous. Would reduce stress and less of
DR1 a rushed feeling.
Many things to choose from, focused on
DR2 where she wanted to grow
"It was harder to make groups this
Esmee Student 1B Took time scrolling through, nothing was way because you don’t want to be
missing. Saw sensitivity all of a sudden was left without a group"
named a strength not a weakness. Felt okay
DR3 picking it now.
Scrolled carefully through all the options and

choose based on gut feeling. Reflected
DR4 during
Making the groups anonymously made it
DR1 more focused on strengths and goals
"You get to see the strengths of

Picked he learning goal he wouldn’t have
Dylan Student 1E somebody and I guess also the
DR2 picked if it wasn’t for the choices presented
passion and interests they have"
DR3 Got him out of comfort zone.
Found it easy to pick strengths that
DR4 resonated with him
36
Category 2: Thoughts
Doing this in a classroom would’ve

DR1 been easier, more moving around
Having a list of learning goals to choose

from gives the student the security that "the fact that the exercise is confronting
they will find something in there that is not a bad thing. I think its probably a
Sean Teacher 1A
DR2 resonates with them good thing, but I have to recognize that it
is a confronting exercise for students"
Body cards might not contain enough
DR3 richness for the students
Was a little apprehensive on having
DR4 students choose their own groups.
Not knowing who was who worked out

really well. They focused on finding
DR1 people that matched them
Was afraid letting the students pick out

more than one hat would become too "If someone was really like adamant, I
DR2 much for them think I would’ve just let them pick two
Mitchel Teacher
Surprised at how well balanced the hats. I think with something like this you
DR3 groups turned out to be. shouldn’t be too strict. "
The art needs to change. Some

students had the same visuals for arms,
made it hard to distinguish and lost
DR4 uniqueness to the character
Was surprised there weren’t any

questions. But wants to add
DR1 preparation as homework to the tool. "I'm not sure if it’s a Dutch thing or not,
What if students wanted to pick two but they really felt uncomfortable. You
DR2 hats? know, like not using the kids that were
Oscar Teacher 1E
absent but also didn’t feel comfortable
Was afraid students would just pick
bringing in kids that didn’t go through the
DR3 cool looks instead of actual strengths
process"
Some students felt uncomfortable
making groups when not everyone was
DR4 present.
DR1
Creating your own learning goals

instead of picking them out would be
slower but it could be better for them.
"It would be a super nice tool for actual
Petra Teacher DR2 They'd feel more ownership
class"
DR3 Good mix of hard and soft skills
The art needs to change. Some

students had the same visuals for arms,
DR4 made it hard to distinguish.
Focusses the tasks on what made most "In the previous block I learned what I
Brayan Student 1A
DR1 sense to him. Gut feeling enjoy to do or like in certain parts. Let's
37
say I want to be a leader to the team, I

Got the time to think about what he
enjoyed doing that in block 2. So its
actually wanted to learn and reflected
something I would normally go for, but i
DR2 upon looking through LG's
didn’t pick it because I wasn't feeling
Was looking for a specific trait but
being the leader this block. "
couldn’t find it (easy going / relaxes).
Easy to reflect back to previous block
and see skills used there come back
now. Also surprised to see what other
people choose, didn’t expect certain
DR3 strengths with people
Would’ve liked more options or
DR4 entering own learning goal
A really nice and clear method to
DR1 looking at personalities and goals
Focused on what she wanted to learn,
DR2 not on what was the easy pick "I picked organizing because I am good at
it, but I also choose sensitive, but not
Esmee Student 1B Seeing strengths of herself and her everyone might always see that you
group members made her realize what know. Maybe I don’t always show that
she adds to a group and how others can either because of my , uh, you know"
DR3 help her
Thinking about possibly having picked
DR4 more than one learning goal.
DR1 x
Choosing learning goals was easier

because there were so many of them.
Picked a learning goal he wouldn’t have
"It actually helped me reassure what I am
picked if he wouldn’t have seen it
Dylan Student 1E looking for" // "I would've never have
DR2 (programming)
picked this hat If I hadn’t seen it".
Realized he's not all business, has a fun
DR3 side to him and that's okay too
Enough choices to choose from, wasn’t
DR4 worried. Noticed he took his time.
Category 3: Behaviour

didn’t GET any questions on
things missing or not
DR1 understanding "The students really appreciated it. I think the
benefit, really the benefit of the tool is it gives
Students found the text of the
them the ability, it gives them a chance to talk
DR2 goal cards hard to read
Sean Teacher 1A about themselves without being self-critical,
had to coach progressively on a
without feeling embarrassed, um, and able to
student who felt like he doesn’t
articulate what they would like to do. I think that’s
DR3 have strengths
a real strength"
Students acted authentically
DR4 and stood behind their choices
38
Only question he got was about

picking two learning goals
instead of one. Decided to stick
to the manual of the tool and
DR1 told them to pick a focus.
The text on the goal cards was "Because I was basically scared. Things might
DR2 hard to read become a mess if I didn’t intervene. I mean, on
Mitchel Teacher Anxious his students would just the one hand I think they could do it, but I wanted
go for cool looks instead of to promote the, I’m looking at the qualities of a
DR3 strengths character more than trying to find your friends"
Inserted himself more into the
process but left the students to
making their own choices.
Asked a lot of questions to the
DR4 students
DR1 understanding
Expected students would miss

certain learning goals but was
surprised that everyone found "At the time when they were able to present me
DR2 goals they wanted to work on. their characters, they were anonymous and then I
Oscar Teacher 1E Students took control of was worried about this, like the whole lecture I'm
picking their own strengths and worried about how am I going to get them to go
finding people that from here to making teams"
DR3 complimented their strengths
Was nervous and afraid he
would not do right by the
students. Afraid of giving
DR4 control to the students.
DR1 understanding
Goal cards were hard to read "I Actually thought that the shoes, you know, the
Petra Teacher (text size) so not sure if they feet, uh, it really matched their personalities. So I
DR2 were used think they used that quite well"
DR3 x
DR4 x
Started from personal
perspective to decide steps
DR1 within the tasks
"I feel like he always is on track with everything
With focus on LG I know what
Brayan Student 1A and I think maybe I can learn from him" "I am
DR2 to do in this project group
confident that I can do this with this team"
Easy to pick strengths based on
DR3 previous projects
DR4 x
Had an initial judgement upon
seeing other people’s "Everyone had supportive in their character so
Esmee Student 1B characters but then saw they they could help me reach my goal of motivating
were only different and others"
DR1 actually really creative
39
Wanted to focus on developing

DR2 something she feels weaker in
Looked at pictures of others to
see how they related to hers.
Compared from a growth
mindset instead of fixed
DR3 mindset
Feels ownership over making
own group, is happy and more
DR4 motivated
DR1 Tasks were easy to perform
Took time scrolling through the
DR2 strengths
Reflected on action thinking
".. It's like you'll be like work work work. No I want
Dylan Student 1E about options for learning
to show I have a fun side too"
DR3 goals, past and future events
Enough to choose from,
would’ve liked picking another
DR4 learning goals
40
APPENDIX G: QUOTES CONNECTED TO THE THEME AFTER ANALYSIS TO DEFINE

RESULTS
Below are quotes from the transcripts, organised by theme and categorised by which theme they have been
associated with.
Process of addressing the task
Students
Uh, I thought the concept is very good. I enjoyed making the characters. I kinda don't think there was enough
options when it came to making your character. Sometimes I was looking for something else and to switch out
for something that's kind of close to it.
uh, well I went into the padlet and then I looked at all the pictures, you know I looked at the strengths and
learning goals and uh, I mainly looked at who doesn’t have any leading learning goals
uh, confident. Uh, not really. Yeah, not completely. Like on the first day after the kickoff I got really stressed
about this and thought “Oh how am I going to do this?” And “what does it mean?” And “where do I start?”
“What if people expect me to be the leader and know everything already.”
Okay, so what did you do?
uh, I started doing some research to find out what a scrummaster actually does and had a meeting with the
team. Then I heard Maike wanted to be the product owner so I felt a lot less stressed and I could just focus on
doing the scrum.
Teacher
And so yeah, I, I let them go into a corner and be like, Hey, compare yourself to someone else who also went
into that corner. Do you think the two of you could work together or could help each other out? And do you
think your skills line up perfectly? So they constantly had to explain themselves. Some people moved around a
bit, some people were on the padlet but I could see that visually as in they were moving themselves all over
the place and even connecting themselves with a little arrows at some point.
I think they were very enthusiastic about it. Uh, they, they got active immediately and, and I think they had
quite some fun with the characters and creating them and sharing them
And, um, from there they started it and then something surprising happened. Um, I think maybe it was five
minutes after they started that the first person was finished.. And I'm like, there's just phase one. So I told
them that it's just Phase one so if you go back, then maybe you can already do phase two. Um, so I explained
that as well. I still had them on the line, so that was nice. Um, so I explained phase two as well with the hats
and the goal you would choose, you know, for yourself. And um, most people just did that directly afterwards.
I thought they were, I thought they were, I thought that I could tell that the students weren't just like going
and choosing looks, I guess that that would be a thing that I would say. So I was happy to see that. They
seemed like really thought about the, some students actually took a little bit longer to complete. And I assume
that that that was a sign that they were really working on it. Like they just weren't just doing something that
they thought was BS.
41
Anxiety/vulnerability of students
Students
Terrible. I'm not saying it because I'm unhappy with my group. I'm pretty happy with my group. I think I have
one of the best groups. But what I didn't like is that you thought it would be a good idea to leave us to do it by
ourselves. And that was like the breaking-point. And the pattern I noticed is that people I know who are more
close to each other in the class immediately grouped up in one big chunk without paying attention to what
your character is lacking and what your team can use.
Task three was, Oh boy, groups was Hm. It was more seeing, I think getting out of your comfort zone. Maybe. I
think the goal was to make you work with different people than you would.
He joined my channel and at the same time I left, and then I felt bad because it looked as though I left because
of him, but I didn’t, I was just working on finding my own group. But yeah and then he, uh, he left.
I was insecure at first, like what do I pick? And, completely honest, I picked a few that were on the safe side,
like programming you know. I did that in the last blocks and I know I can do this. And then I also picked
sensitive, even though that was scary and it made me feel anxious.
Teachers
two of my good students said he was confused about what he was supposed to do and he found choosing the
team different and confusing and a given the way he speaks, I think he means he found it pretty confronting,
um, but he said different and confusing. And another said that she said she thought the process sounded
messy, but it worked. And so I think in both cases they're articulating that hesitation about the same that the
other student messaged me that it's hard to do without hurting people and without being hurt.
But it was, it was the expected problems that you get when you ask students to make groups. There's usually a
few who make, who treat it really honestly and I was a little bit apprehensively if they would be treated
honestly or if they would just form their friends. And as I said, I checked as they were doing it, who was in
which group and they hadn't just chosen their friends
That was interesting because it's always a bit of a challenge when you ask students to make groups because
you have to confront their insecurities that they tend to, think they're not good enough and people judge
them. And I've got that and I was not expecting it. Um, one student had messaged me as I posted my notes
during the exercise to say, she said that’s so hard, without hurting, people getting hurt. Um, to which I said,
yeah, I know it's part of the task. It's a really hard part of the task. And another one said to me on voice, he
dropped into the voice channels to speak to me to say, just so you know, Sean Smith our group consists of
people who couldn't find a group, I said, and I saw that. But I also saw that your group had good set of skills
and you can actually succeed, because you've got a good range of skills.
It's confronting for them because that's a hard task to ask because that involves, you know, being vulnerable
and that's always a risk in a group of 20 students even when they are good friends with each other. Um, but
that vulnerability is part of the learning process.
But if your task is as a student who's feeling insecure, go find a learning goal. That's like doubling your
insecurity. So I thought having a really long list was actually much better than letting the student choose for
themselves.
42
I was a little bit concerned during, before and during, that students, they wouldn't take it authentically. They
wouldn't take it seriously. They would use it as a chance to, you know, uh, not be vulnerable
Then it's been, so there's some kids already knew they wanted to work with each other and then know
another group of students were like, yeah, I don't, for example, Benthe. I mean those happened to be two
detriments. I'm not sure if it's a Dutch thing or not, but they felt really uncomfortable. You know, like not using
the kids that were absent or are choosing or throwing kids that were absent, but, right. Like, you know, they
didn't feel comfortable bringing in people that they didn't know that the warm part of the process.
I really liked it, the whole idea of the avatar. I think it's a safe way of putting yourself out there of students kind
of like practicing. Yeah, like practicing openness in a, in a very, let's say, a safe way.
Learning goals
Students
Um, the hat, the part with the part with the hat, I think that was also like it required more options for me.
And it was really interesting to see the, I guess the qualities and traits
that people view themselves as being and for, I mean, I, we'll be, I'll be honest, we kind of already knew who
we, that we wanted to work together, but we still discussed, each of the strengths about us and they're all
pretty true about ourselves and it's kinda cool to see, okay, this is how Melvin sees himself as how Ramjar sees
himself.
I think so from the hats because maybe that's my personal learning goal and the rest of it's, I, I kind of see
myself looking at this okay.
Teachers
And one of them said, which they got agreement. I didn't like really liked the body cards cause I know that
already quote, “I know that shit already”, um, what I read, but I really liked the goal cards, the hat cards, they
really like that and all that was really strong agreement it in the class. And another one said at the goal card
was the only one we use to make our groups.
I didn't, I didn't have a fee... I don't have, I didn't have any feedback loop to know that, to answer that
question. I mean, I think they, I think they, I think they liked it, but I don't, I mean, they really liked the whole
avatar thing, so they really liked that. But I don't know specifically if they found that useful or not useful.
Outcome/Increased Autonomy
Students
So you thought you knew what were the groups that we wanted to be together. We're going to make that so
everyone's super motivated and just absolutely stoked to work. And I'm going to make sure this projects would
be insane because I'm so hyped. Their entire teams, they love it. They're excited.
Uh, well, I think it was when I had my group together. That was the best part. Uh, I had 5 people in the group
and everyone was quite supportive of the group. And uh, I just really enjoyed that. Everyone was satisfied with
the group and it was voluntary you know?
Teachers
43
They ended up creating fairly well balanced groups. So if you open up the Padlet the team in the top left
corner for the most part are more of the loud members of the class.
But I thought they got, I got good groups from it. So that means that I think it worked pretty well
Most of them had mixed things up. And so that was when I thought that's good. That's a really good outcome.
They acted in a way that made me think they were of standing behind the choice and felt them authentic. And
then at point I don't have anything else to offer because the task is for them to identify with their choices and
feel them authentically
These are the teams that they created without knowing who these were.
So but Dylan, who, who might not complain about it didn't say anything. So I assumed that he, I could also fit
him. Like it was also enough for him.
Anxieties of or about the teacher
Teachers
Because I basically was scared. Things might become a mess if I didn't intervene. I mean on the one hand I
think they could do it, but I wanted to promote the, I'm looking at qualities of a character more than trying to
find your friends.
Um, and I would, and I was worrying to myself, what if I wasn't me doing it is what if I was some other teacher
who didn't care as much or didn't have as good bond with the students? Would the students be willing to be as
vulnerable in the, in the face of that teacher? Um, and I know we can't do anything about people who don't do
their job, cant solve that problem. But that was a, for me, I was thinking, right, this is going really well and I'm
really pleased with the results. I do. But that isn't though, I don't know if that's true for other teachers and I
don't know if that's important, but I don't know if it's true.
No. I mean, no, I think, I think no, I didn't have a lot of stuff in fraction because I was trying to make sure I
would get through this. And I think that those kinds of questions were like, okay. At the time were, I guess at
the time when they were able to present to me their characters there was anonymous and then I was worried
about like this whole time during this whole lecture I'm worried about how am I going to get them to go from
this to the team.
I mean I would, I was really nervous. I I woke up early, I was, you know, I woke up at six mean I haven't woken
up at six in a while since this whole lock down. So I was really nervous and anxious about like getting, doing
this cause it was my first time doing it. So I think, I mean certainly if I do this 25 times I would be much better
on the 25th, I think
I don't really have a lot of time. I still need to finish this, finish these guys up and they need to get into the
teams and then I need to already start preparing, you know, not preparing, but you know, just kind of like
getting into the mindset of my next lecture
44
Divergence from the method or task

Teachers
I haven't looked. Um, and frankly I don't really care because that's the point of the exercise is for them to feel
that they own their choices. Whether I agree with the choice a lot doesn't matter.
Yeah, I skipped that. I totally forgot it. I'm not sure. I think, um, I, uh, I mixed up the PowerPoint presentation.
Just, um, you just asking now I'm like, shit, I just forgot. Okay. Because that was quite important. Yeah. Um,
why, why did that happen? That's a good question.
But it really works better if the most, if you have most of your class. And that's kind of where the failure of, not
your lesson, but of this, of this, the take team, because I really think it's on them. Where it broke down was,
well there were only 14 students.
45
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Design research article into an intervention to increase self-conﬁdence

Thesis · June 2020

The user has requested enhancement of the downloaded file.

Date June 12, 2020.

Author Odette Jansen

The intervention ...................................................................................................................................... 15

Ltd. All rights reserved.

Purpose of the study:

Akey (2006) states:

Mindset & Goals

Motivation & Learner Agency

(Dochy & Segers, 2018), motivated behaviours are

action (Deci & Ryan, 1995). Some actions, such as

Progression based coaching

high / low self-

based coaching should be implemented throughout

DESIGN REQUIREMENTS AND PRINCIPLES

Figure 3 The learning environment in which the intervention takes place.

PROJECT BABY YODA

Figure 5 Display of the Cascada-sea study (McKenney, 2001)

Target user 1: The teachers (TA1)

Target user 2: The students (TA2)

Preparation of the test.

• A manual, lesson plan and tip for PBY (Appendix C)

1. The process of addressing the task

Sub-question 1 How do the students tackle the tasks given to them?

Experience & insights

MAIN RESEARCH QUESTION

Practicality for the student

Practicality for the teacher

The steps for future research on the short-term:

APPENDIX A: THE LEARNING ENVIRONMENT

LEARNING ENVIRONMENT NOTES FOR THE INTERVENTION DESIGN

strengths are and what they Lasts, further mentioned as HILL

The intervention focusses on

To increase the reflection

process and self-development use it when applying progression based

Week 2-4: A smaller room • The intervention needs to be

The intervention can be used

Figure 6 the learning environment in which the intervention takes place

APPENDIX B: INTERVIEW PLANS

Interview guide for the students

Interview Guide Purpose Content

The purpose of the intervention is to collect thoughts and

I would also like to ask you whether you wish to stay

Interview Guide Purpose Content

Interview Purpose Answers Research Question Content

How did you make your project group?

How did your group get made?

What strengths do you have in your

How do students react to If I had to ask you to describe task 1?

Did you miss any strengths?

How confident do you consider

Interview Guide Purpose Answers Research Question Content

Interview guide for teachers

Interview Guide Purpose Content

The purpose of this interview is to collect thoughts and

I would also like to ask you whether you wish to stay

I will type along while we speak.

Interview Guide Purpose Content

Interview Purpose Answers Research Question Content