Exploring the use of the conversation starter game QUONVO™ on the soft skills and STEM identity of undergraduate students

Authors

  • Candace King University of Southern Mississippi, USA
  • Alex Flynt The University of Mississippi, USA
  • Patrick Kirby Pennington Biomedical Research Center, USA
  • Hannah McDuffie University of Southern Mississippi, USA
  • Kendrick Buford University of Southern Mississippi, USA
  • Rachel Gisewhite University of Southern Mississippi, USA
  • Waikinya J.S. Clanton Southern Poverty Law Center, USA

DOI:

https://doi.org/10.32674/63ac0616

Keywords:

game-based learning; conversation starter games; non-digital games; soft skills training; higher education; STEM education

Abstract

A major gap in the research on soft skills is how to efficiently integrate soft skills training  that actually aligns with the needs of employers. Game-based learning has become a popular method for teaching knowledge and skills. This project explores the use of a non-digital conversation starter game, QUONVO™, as an informal soft-skills training tool by measuring how gameplay with QUONVO™ can influence undergraduate STEM majors' perception of their soft skills (specifically communication and critical thinking) and their STEM identity. Overall, this study found that QUONVO™ positively impacted students’ STEM identity and soft skills development. Gameplay discussions incorporated personal experiences, course content, and professional knowledge, with students demonstrating independence in expressing their ideas.

References

Adhiatma, A., Rahayu, T. & Fachrunnisa, O. (2019). Gamified training: A new concept to improve individual soft skills. Jurnal Siasat Bisnis, 23(2), 127-141. https://doi.org/10.20885/jsb.vol23.iss2.art5.

Alimoglu, M. K., Sarac, D. B., Alparslan, D., Karakas, A. A., & Altintas, L. (2014). An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study. Medical education online, 19, 24037. https://doi.org/10.3402/meo.v19.24037

Altomari, L., Altomari, N., & Iazzolino, G. (2023). Gamification and soft skills assessment in the development of a serious game: Design and feasibility pilot study. JMIR Serious Games, 11: e45436. https://doi.org/10.2196/45436.

Author. (2021). Data driven practices strengthen impact of informal learning environments [Unpublished paper]. XXXX.

Author. (2021). Putting research into practice in informal learning STEM environments [Unpublished paper]. XXXX.

Author. (2021). Sights, Sounds, Smells, and Sensations: A family multi-sensory experience [Unpublished paper]. XXXX.

Barriault, C. & Pearson, D. (2010). Assessing exhibits for learning in science centers: A practical tool. Visitor Studies, 13(1), 90-106.

Carlone, H.B. & Johnson, A. (2007). Understanding the science experiences of women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 4(8), 1187-1218. https://doi.org/10.1002/tea.20237.

Creswell, J.W. and Guetterman, T.C. (2019). Educational Research: Planning, Conducting, and Evaluating Qualitative and Quantitative Research. Pearson, New York.

Dell’Aquila, E., Marocco, D., Ponticorvo, M., DiFerdinando, A., Schembri, M. & Miglino, O. (2016). Educational Games for Soft Skills Training in Digital Environments: New Perspectives. Berlin: Springer. https://doi.org/10.007/978-3-319-06311-9.

Dragomir, G.-M., Fărcașiu, M. A., & Șimon, S. (2021). Students’ Perceptions of Verbal and Non-Verbal Communication Behaviors during and after the COVID-19 Pandemic. Applied Sciences, 11(18), 8282. https://doi.org/10.3390/app11188282

Eichelman, K.M., Clark, R.M. & Bodnar, C.A. (June 2015). Assessing the Impact of Game Based Pedagogy on the Development of Communication Skills for Engineers. Paper presented at the 2015 ASEE Annual Conference & Exposition, Seattle, Washington. https://doi.org/10.18260/p.23590.

Fjaellingsdal, K.S. & Klockner, C.A. (2020). Green across the board: Board games as tools for dialogue and simplified environmental communication. Simulation & Gaming, 51(5), 632-652. https://doi.org/10.1177/1046878120925133.

Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763–782). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_37

Goldberg, S. (December 2, 2010). “BP oil spill blamed on management and communication failures.” The Guardian. https://www.theguardian.com/business/2010/dec/02/bp-oil-spill-failures.

Gormally, C. & Heil, A. (2022). A vision for university biology education for non-science majors. CBE-Life Sciences Education, 21:4. https://doi.org/10.1187/cbe.21-12-0338.

Grijpma, J.W., Mak-van der Vossen, M., Kusurkar, R.A., Meeter, M. & de la Croix, A. (2021). Medical student engagement in small-group active learning: A stimulated recall study. Medical Education, 56: pp. 432-443.

Johnson, C.C., Mohr-Schroeder, M.J., Moore, T.J., & English, L.D. (Eds.) (1999). Handbook of Research on STEM Education. Routledge: Taylor and Francis Group. New York, NY.

Jung, C.W. (2020). The role of game genres and gamers’ communication networks in perceived learning. Palgrave Communications, 6(69). https://doi.org/10.1057/s41599-020-0439-y.

Kent State University Libraries. (2025, July 9). SPSS tutorials. Retrieved March 2, 2024, from http://libguides.library.kent.edu/SPSS.

Leong, K. Sung, A., Au, D. & Blanchard, C. (2021). A review of the trend of microlearning. Journal of Work-Applied Management, 13(1), 88-102. https://doi.org/10.1108/JWAM-10-2020-0044.

Martin, L., W; Tran, L..U., & Ash, D. (Eds.) (2019). The Reflective Museum Practitioner: Expanding Practice in Science Museums. Routledge: Taylor and Francis Group. New York, NY.

McAvoy, P., Hunt, T., Culbertson, M.J., McCleary, K.S., DeMeuse, R.J. & Hess, D. (2022). Measuring student discussion engagement in the college classroom: A scale validation study. Studies in Higher Education, 47 (8): pp. 1761-1775. https://doi.org/10.1080/03075079.2021.1960302.

O'Malley, K. J., Moran, B. J., Haidet, P., Seidel, C. L., Schneider, V., Morgan, R. O., Kelly, P. A., & Richards, B. (2003). Validation of an observation instrument for measuring student engagement in health professions settings. Evaluation & the health professions, 26(1), 86–103. https://doi.org/10.1177/0163278702250093

Phillippi, J & Lauderdale, J. (2018). A guide to field notes for qualitative research: context and conversation. Qualitative Health Research, 28(3): pp. 381-388. https://doi.org/10.1177/1049732317697102.

Pulham, S., Hilaire, E., Fenn, C. (September 28, 2010). “BP oil spill: an interactive timeline.” The Guardian. https://www.theguardian.com/environment/interactive/2010/jul/08/bp-oil-spill-timeline-interactive

Romanenk, O.Y.N., Solodovnikova, E. & Maksimenko, N. (2023). Microlearning as a new method of teaching soft skills to university students. Frontiers in Education, 8: 1177516. https://doi.org/10.3389/feduc.2033.1177516.

Ryan, R.M., Rigby, C.S., Przyblyski, A.K. (2006). Motivational pull of video games: A self-determination theory approach. Motivation and Emotion. https://doi.org/10.1007/s11031-006-9051-8.

Sobieraj, S. & Kramer, N. (2019). Impacts of gender and subject on experience of competence and autonomy in STEM. Frontiers in Psychology, 10(2019)

Stewart, C. (2022). STEM identities: A communication theory of identity approach. Journal of Language and Social Psychology, 41(2), 148-170. https://doi.org/10.1177/0261927X211030674.

Stewart, C., Wall, A., & Marciniec, S. (2016). Mixed signals: Do college graduates have the soft skills that employers want? Competition Forum, 14, 276 – 281.

Stupple, E., Maratos, F., Elander, J., Hunt, T., Cheung, K. & Aubeeluck, A. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91-100. https://doi.org/10.1016/j.tsc.2016.11.007.

Succi, C. & Wieandt, M. (2019). Walk the talk: Soft skills assessment of graduates. European Journal Management and Business Economics, 28(2).

Othlingus-Wulhourst, J. & Hoppe, H. (2020). A technical and conceptual framework for serious role-playing games in the area of social skills training. Frontiers in Computer Science, 2. https://doi.org/10.3389/fcomp.2020.00028.

Additional Files

Published

2026-06-16

Issue

Vol. 24 (2026): American Journal of STEM Education

Section

STEM Education (regular)

License

Copyright (c) 2026 Candace King, Alex Flynt, Patrick Kirby, Hannah McDuffie, Kendrick Buford, Rachel Gisewhite, Waikinya J.S. Clanton

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

King, C., Flynt, A. ., Patrick Kirby, Hannah McDuffie, Kendrick Buford, Rachel Gisewhite, & Waikinya J.S. Clanton. (2026). Exploring the use of the conversation starter game QUONVO™ on the soft skills and STEM identity of undergraduate students. American Journal of STEM Education, 24, 339-360. https://doi.org/10.32674/63ac0616