Don't Pop It! Modifying the Balloon Analogue Risk Task for a Course-Based Research Experience
Saved in:
| Title: | Don't Pop It! Modifying the Balloon Analogue Risk Task for a Course-Based Research Experience |
|---|---|
| Language: | English |
| Authors: | Andrew J. Kelly (ORCID |
| Source: | Teaching of Psychology. 2026 53(3):239-244. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Research, Research Training, Research Methodology, Retention (Psychology), Social Science Research, Instructional Effectiveness, Student Attitudes, Research Projects, Majors (Students), Outcomes of Education, Required Courses, Psychological Studies, Task Analysis, Risk Assessment |
| Geographic Terms: | Georgia (Atlanta) |
| DOI: | 10.1177/00986283251313760 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Relatively few studies focus on Course-Based Undergraduate Research Experiences (CUREs) to improve retention of knowledge and enhance student research experience in the social sciences. Objective: We introduced a modified, manual version of the Balloon Analogue Risk Task (BART), in which students engaged in all phases of a research project, including the development of a risk-taking assessment, participant recruitment, scale administration, presentation of the modified BART, data collection, and data entry and analysis. Method: To determine the effectiveness of the CUREs, students self-reported their research knowledge and skills using pre--post measures. Additionally, we measured attitudes and perceptions of the student's experience with the research project. Results: Results from the learning outcomes demonstrated increased research knowledge and skills and a positive overall experience with the project. Conclusion: The modified BART is an effective CURE for engaging undergraduate psychology students enrolled in research methods courses. Teaching Implications: Engagement through hands-on research project design and data collection, as demonstrated with the modified BART, may serve to increase the overall retention of information and enhance class experience, potentially creating a pipeline for further engagement in high-impact practices for undergraduate psychology students. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/7naj9/?view_only=f61413cc3253449d972c7aa23ed41efa |
| Entry Date: | 2026 |
| Accession Number: | EJ1505743 |
| Database: | ERIC |
| Abstract: | Background: Relatively few studies focus on Course-Based Undergraduate Research Experiences (CUREs) to improve retention of knowledge and enhance student research experience in the social sciences. Objective: We introduced a modified, manual version of the Balloon Analogue Risk Task (BART), in which students engaged in all phases of a research project, including the development of a risk-taking assessment, participant recruitment, scale administration, presentation of the modified BART, data collection, and data entry and analysis. Method: To determine the effectiveness of the CUREs, students self-reported their research knowledge and skills using pre--post measures. Additionally, we measured attitudes and perceptions of the student's experience with the research project. Results: Results from the learning outcomes demonstrated increased research knowledge and skills and a positive overall experience with the project. Conclusion: The modified BART is an effective CURE for engaging undergraduate psychology students enrolled in research methods courses. Teaching Implications: Engagement through hands-on research project design and data collection, as demonstrated with the modified BART, may serve to increase the overall retention of information and enhance class experience, potentially creating a pipeline for further engagement in high-impact practices for undergraduate psychology students. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283251313760 |
