Preparing for the Viva Through Play: A Card-based game Intervention for Doctoral Students

Abstract

Doctoral viva voce examinations are high-stakes milestones in which candidates defend their theses by answering questions from examiners. In the UK, the viva defence often takes place without a formal presentation, requiring candidates to respond spontaneously, justify methodological and theoretical decisions, and position their work within scholarly debates. Although doctoral researchers must ‘know’ their thesis, many report uncertainty about possible questions and limited opportunities to practise responses in supportive settings. Gamification is associated with increased engagement in learning contexts and may offer a beneficial approach to viva preparation. However, evidence of its use in this context remains limited, particularly in relation to oral defence skills. This study introduces the viva card game, a game-based learning intervention that supports doctoral candidates through structured dialogue and peer learning. The non-digital game uses curated viva-style questions and accommodates several formats (e.g. individual training, supervisor–student discussions, peer group sessions, and workshops). Candidates are encouraged to prepare arguments while engaging in verbal expression and reflection through these activities. This developmental case study draws on two pilot workshops held at doctoral research events. Participants provided feedback on the content, format, and usefulness of the intervention. The analysis is based on facilitator field notes and observations, which also informed initial revisions to the questions and workshop set-up. Preliminary observations suggest that the activity supports critical reflection, strengthens confidence when answering questions, and stimulates peer learning through discussions. These patterns align with research showing that game-based learning activities positively impact motivation and academic performance. Hence, the concept could be adapted for use in undergraduate and postgraduate contexts, including bachelor’s and master’s colloquia. Future development could involve creating multilingual versions and digital applications.