Exploring teachers’ perceptions of student motivation to learn through digital game-based learning integration in K–5 classrooms : a qualitative descriptive single case study.

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dc.contributor.advisorHowell, Leanne.
dc.creatorMadsen, Chelsey, 1985-
dc.date.accessioned2024-07-30T12:45:20Z
dc.date.available2024-07-30T12:45:20Z
dc.date.created2023-12
dc.date.issued2023-12
dc.date.submittedDecember 2023
dc.date.updated2024-07-30T12:45:21Z
dc.description.abstractStudents’ motivation to learn remains essential to pedagogical conversations and instructional design elements (Keller, 1987a; Vos et al., 2011). Fortunately, emerging research posits that digital game-based learning (DGBL) environments significantly motivate technologically savvy learners (Boeker et al., 2013; Plass et al., 2015; Sung & Hwang, 2013; Wang & Zheng, 2021). Despite the growing popularity of DGBL, teachers’ perceptions and beliefs on integrating technology into the curriculum play a crucial role in adopting new technologies like DGBL (Aldunate & Nussbaum, 2013; Khalid & Buus, 2014). Since teachers are critical in implementing and adopting curriculum and instructional strategies, exploring their perspectives on students’ motivation to learn through DGBL is essential. Using the four constructs of the ARCS model of motivation, this descriptive single case study explored how the use of DGBL impacted the four constructs of students’ motivation to learn core content in K–5 classrooms from the perspective of four classroom teacher participants, specifically using Minecraft Education (ME). The four participants implemented at least one ME intervention to teach math, science, and language arts. Collecting interviews before and after the ME intervention and observations during the ME intervention allowed me to provide an in-depth analysis of their teaching experiences with ME. The results reveal an increase in student motivation to learn through ME. Participants perceived students to be more satisfied with engaging with the core content through the DGBL platform while building soft skills like collaboration, creativity, and critical thinking. Each participant revealed their beliefs that ME reached a diverse demographic of students, providing opportunities for those students to build confidence with success throughout the lesson. The results indicate a disconnect between teachers’ gaming experience and their willingness to adopt DGBL as a method of instruction. Teaching and learning with DGBL requires purposeful integration and an instructional shift from traditional methods.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2104/12900
dc.language.isoEnglish
dc.rights.accessrightsNo access – contact librarywebmaster@baylor.edu
dc.titleExploring teachers’ perceptions of student motivation to learn through digital game-based learning integration in K–5 classrooms : a qualitative descriptive single case study.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2025-12-01
local.embargo.terms2025-12-01
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.nameEd.D.
thesis.degree.programLearning & Organizational Change
thesis.degree.schoolBaylor University

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