Background: Traditional psychology education often relies on rote memorization, limiting students’ engagement and conceptual transfer. Recent learning sciences highlight the role of errorful learning, creativity, and emotional involvement in fostering deeper understanding. This study introduces *Omita-42*, a gamified scenario-based learning module designed to integrate creativity, emotional feedback, and error-driven correction to enhance students’ comprehension of psychological concepts.

Methods: A quasi-experimental design with cluster randomization was implemented among undergraduate psychology students. Participants were assigned to either the Omita-42 group (creative, scenario-based learning with iterative feedback) or a traditional lecture group. Measures included multiple-choice tests for definitional accuracy, open-ended tasks for conceptual transfer, confidence calibration, and engagement indicators.

Results: Preliminary findings indicate that Omita-42 participants demonstrated superior performance in conceptual transfer and delayed retention, while maintaining non-inferior results in multiple-choice accuracy. Errorful learning cycles, combined with emotional feedback and creative re-construction, reduced high-confidence errors and increased learner engagement.

Conclusion: The Omita-42 module illustrates how integrating creativity, emotion, and errorful learning into scenario-based psychology education can promote deeper conceptual understanding and sustained motivation. This approach holds promise for broader application across concept-intensive disciplines and offers a replicable framework for innovative pedagogy in psychology.

Authors:
Yang-Zong You, Asia University, Taiwan
Mein-Woei Suen, Asia University, Taiwan
Sheng-Wei Lin, Asia University, Taiwan
Bo-Ren Wang, Asia University, Taiwan

About the Presenter(s)
Dr. Mein-Woei Suen is currently a Social Psychology Professor in the Department of Psychology at the Asia University, Taiwan.

See this presentation on the full schedule – Wednesday Schedule

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