Investigating Academic Writing Workload Among English Department Students: A NASA-TLX Analysis of Gamified Instruction
Abstract
This study investigates the workload experienced by English Department students in a gamified academic writing task. The NASA Task Load Index (NASA-TLX) serves as the primary instrument for analyzing workload distribution across six dimensions: mental demand, physical demand, temporal demand, performance, effort, and frustration. Additionally, the study examines its correlation with self-reported perceived learning and learning outcomes. Data collected from 23 Master’s students in Poland indicate a moderate overall workload, with effort and frustration emerging as the primary contributors. While students reported improvements in citation mastery, perceived workload did not exhibit a significant correlation with final grades. The findings suggest that gamification can enhance student engagement without imposing excessive cognitive strain.
Keywords:
academic writing, workload, higher education, English Medium Instruction (EMI), gamificationReferences
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Jan Kochanowski University https://orcid.org/0000-0001-5348-4115
