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A game plan to support first‐year students in higher education : the case study of a gamified orientation day

Lize Vanderstraeten (UGent) , Fanny Buysschaert (UGent) , Viktor De Mulder (UGent) , Delphine François (UGent) , Laure Janssens (UGent) , Ann Maes (UGent) , Grégory Maes (UGent) , Elke Minnaert (UGent) and Evelien Opdecam (UGent)
(2025) EUROPEAN JOURNAL OF EDUCATION. 60(3).
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Abstract
Engaging first-year students from the first moment of arrival is crucial to support their transition to higher education and facilitate their learning experiences and learning outcomes. Orientation activities offer first-year students important transitional support during their first period at higher education. As students sometimes consider orientation activities as tedious, gamification might make participation more enjoyable while stimulating motivation and information processing. This case study presents a gamified orientation day based on educational theory. Building on eight design principles and their educational rationale, the design and operationalisation of the orientation day is explained. Qualitative survey data were collected from 1326 students. Thematic analysis revealed important strengths. Students perceived the orientation day as a pleasant and informative learning experience, appreciating the active engagement and peer collaboration. This study provides evidence-based orientation practises, aiming to inspire other institutions that seek effective strategies to support first-year students by improving their transition and orientation experiences.
Keywords
first-year experience, first-year students, gamification, higher education, orientation, transition, university students, TRANSITION, GAMIFICATION, ENGAGEMENT, EXPERIENCES, EMOTIONS

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MLA
Vanderstraeten, Lize, et al. “A Game Plan to Support First‐year Students in Higher Education : The Case Study of a Gamified Orientation Day.” EUROPEAN JOURNAL OF EDUCATION, vol. 60, no. 3, 2025, doi:10.1111/ejed.70165.
APA
Vanderstraeten, L., Buysschaert, F., De Mulder, V., François, D., Janssens, L., Maes, A., … Opdecam, E. (2025). A game plan to support first‐year students in higher education : the case study of a gamified orientation day. EUROPEAN JOURNAL OF EDUCATION, 60(3). https://doi.org/10.1111/ejed.70165
Chicago author-date
Vanderstraeten, Lize, Fanny Buysschaert, Viktor De Mulder, Delphine François, Laure Janssens, Ann Maes, Grégory Maes, Elke Minnaert, and Evelien Opdecam. 2025. “A Game Plan to Support First‐year Students in Higher Education : The Case Study of a Gamified Orientation Day.” EUROPEAN JOURNAL OF EDUCATION 60 (3). https://doi.org/10.1111/ejed.70165.
Chicago author-date (all authors)
Vanderstraeten, Lize, Fanny Buysschaert, Viktor De Mulder, Delphine François, Laure Janssens, Ann Maes, Grégory Maes, Elke Minnaert, and Evelien Opdecam. 2025. “A Game Plan to Support First‐year Students in Higher Education : The Case Study of a Gamified Orientation Day.” EUROPEAN JOURNAL OF EDUCATION 60 (3). doi:10.1111/ejed.70165.
Vancouver
1.
Vanderstraeten L, Buysschaert F, De Mulder V, François D, Janssens L, Maes A, et al. A game plan to support first‐year students in higher education : the case study of a gamified orientation day. EUROPEAN JOURNAL OF EDUCATION. 2025;60(3).
IEEE
[1]
L. Vanderstraeten et al., “A game plan to support first‐year students in higher education : the case study of a gamified orientation day,” EUROPEAN JOURNAL OF EDUCATION, vol. 60, no. 3, 2025.
@article{01JZA8KDWGW1VX8H1ESVS2Z0FK,
  abstract     = {{Engaging first-year students from the first moment of arrival is crucial to support their transition to higher education and facilitate their learning experiences and learning outcomes. Orientation activities offer first-year students important transitional support during their first period at higher education. As students sometimes consider orientation activities as tedious, gamification might make participation more enjoyable while stimulating motivation and information processing. This case study presents a gamified orientation day based on educational theory. Building on eight design principles and their educational rationale, the design and operationalisation of the orientation day is explained. Qualitative survey data were collected from 1326 students. Thematic analysis revealed important strengths. Students perceived the orientation day as a pleasant and informative learning experience, appreciating the active engagement and peer collaboration. This study provides evidence-based orientation practises, aiming to inspire other institutions that seek effective strategies to support first-year students by improving their transition and orientation experiences.}},
  articleno    = {{e70165}},
  author       = {{Vanderstraeten, Lize and Buysschaert, Fanny and De Mulder, Viktor and François, Delphine and Janssens, Laure and Maes, Ann and Maes, Grégory and Minnaert, Elke and Opdecam, Evelien}},
  issn         = {{0141-8211}},
  journal      = {{EUROPEAN JOURNAL OF EDUCATION}},
  keywords     = {{first-year experience,first-year students,gamification,higher education,orientation,transition,university students,TRANSITION,GAMIFICATION,ENGAGEMENT,EXPERIENCES,EMOTIONS}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{14}},
  title        = {{A game plan to support first‐year students in higher education : the case study of a gamified orientation day}},
  url          = {{http://doi.org/10.1111/ejed.70165}},
  volume       = {{60}},
  year         = {{2025}},
}
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