A hybrid, gamified and mystery-driven approach for facilitating problem based learning in a postgraduate strength and conditioning module


This study examined students’ experience of a gamified, mystery-driven problem based learning approach in a postgraduate strength and conditioning module. A series of mystery packages were delivered to the students over a 4 week period providing information that was potentially relevant to their problem scenario. Focus group interviews revealed that students believed the approach was interactive, developed new skills and was vocationally relevant. However, students felt confused by the approach, perceiving this to be negative, unaware that the confusing elements were designed to prompt deeper learning. This study suggests that this approach can add value to the postgraduate experience.



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