Common Pitfalls in Quantitative Research – A Game of Family fortunes


  • Alison Loddick The University of Northampton
  • Sheryl Mansfield The University of Northampton



Statistics education, common mistakes, quantitative research


Common pitfalls in quantitative research were examined with two audiences using a GBL approach to support the engagement and interaction of participants. The researcher asked the UK mathematics and statistic community to determine the game's answers. This approach ignited an enthusiasm to discover the benefits, which was later delivered at the CETL/MSOR annual conference. The paper explores the design and delivery of the Game-based learning (GBL) session and evaluates how this action research can benefit teaching qualitative concepts in the future.


Adamson, M.A., Chen, H., Kackley, R. and Micheal, A., 2018. For the love of the game: Game-versus lecture-based learning with generation Z patients. Journal of Psychosocial Nursing and Mental Health Services, 56(2), pp.29–36.

Al-Azawi, R., Al-Faliti, F. and Al-Blushi, M., 2016. Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4).

Allen, M. (2017) Survey: Open-Ended Questions. The SAGE Encyclopedia of Communication Research Methods.

Ariffin, M.M., Oxley, A. and Sulaiman, S, 2014. Evaluating Game-based Learning Effectiveness in Higher Education. Procedia - Social and Behavioral Sciences, 123, pp.20–27.

Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77–101.

Burguillo, J.C, 2010. Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), pp.566–575.

Chan, K.Y.G., Tan, S.L., Hew, K.F.T., Koh, B.G., Lim, L.S. and Yong, J.C., 2017. Knowledge for games, games for knowledge: designing a digital roll-and-move board game for a law of torts class. Research and practice in technology enhanced learning, 12(1), pp.7.

Guba, E. and Lincoln, Y., 1994. Competing paradigms in qualitative research. In K. Denzin & Y. S. Lincoln, eds. Handbook of qualitative research. Thousand Oaks, CA: Sage, pp. 105–117.

HEA JISCMail - ALLSTAT. [online]. Available at: [Accessed 12 October 2022].

Hosseini, H., Hartt, M. and Mostafapour, M, 2019. Learning IS child’s play: Game-based learning in computer science education. ACM Transactions on Computing Education, 19(3), pp.1–18.

Jackson, K.M. and Trochim, W.M.K., 2002. Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organizational Research Methods, pp.307.

Kim, Y. and Lee, J.L., 2018. Common Mistakes in Statistical and Methodological Practices of Sport Management Research, 23(4), pp.314–324.

Kovach, C.R., 2018. Common Mistakes to Avoid When Reporting Quantitative Analyses and Results. Research in gerontological nursing, 11(2), pp.59–60.

Markopoulos, A.P., Fragkou, A., Kasidiaris, P.D. and Davim, J.P., 2015. Gamification in engineering education and professional training. International Journal of Mechanical Engineering Education, 43(2), pp.118–131.

Metcalfe, J., 2017. Learning from Errors. Annual Review of Psychology, 68, pp. 465–489.

Naik, N., 2017. The use of GBL to teach mathematics in higher education. Innovations in Education and Teaching International, 54(3), pp.238–246.

SIGMA Excellence in Mathematics and Statistics Support | sigma Mathematics and Statistics Support Network. [online]. Available at: [Accessed 12 October 2022].

Subhash, S. and Cudney, E.A., 2018. Computers in Human Behavior Gamified learning in higher education : A systematic review of the literature, 87(May), pp.192–206.

Wiggins, B.E., 2016. An Overview and Study on the Use of Games , Simulations , and Gamification in Higher Education, 6(1), pp.18–29.

Yin, R.K., 2017. Case Study Research and ApplicationsDesign and Methods. 6th ed. Thousand Oaks. CA: SAGE.