Decision-making processes of teachers that use gamification for student-driven engagement : an exploratory case study.
| dc.contributor.advisor | Purdum-Cassidy, Barbara. | |
| dc.creator | Henderson, Tisha, 1978- | |
| dc.creator.orcid | 0009-0006-4098-8895 | |
| dc.date.accessioned | 2024-07-30T12:44:06Z | |
| dc.date.available | 2024-07-30T12:44:06Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:44:06Z | |
| dc.description.abstract | Student engagement rates have declined since COVID-19 and many teachers struggle with the effective utilization of technology in their classrooms. Student engagement has been a long-studied topic due to significant correlation with academic achievement and high school completion rates (Zhen et al., 2020). However, when student engagement wanes, the research documents low student performance and issues with truancy (Duncan, 2020; Fisher et al., 2011). Ross (2020) reports that effective technology integration and one-to-one access to a personal computing device, such as a laptop or tablet, has a significant positive impact on student engagement. As student engagement rates continue to decline in classrooms across the United States, student access to one-to-one computer devices is at an all-time high (Duncan, 2020; Toth, 2021). This single case study explored how exemplary teachers identify, plan for, and implement technology-based gamification into required content units of study. I chose a qualitative single-case study design focused on embedded units within a bounded population. I analyzed semi-structured interviews, unit plans, and post-unit reflections collected from four educators identified as high users of technology-based gamified learning. Garden and Rivera’s (2021) gamification for student engagement framework provided a conceptual framework for this study. I uncovered three findings. First, teachers create a classroom culture of technology-based gamification when they understand how to identify, plan for, and implement technology-based gamified learning experiences within required content units of study. Second, student engagement increases when teachers implement technology-based gamified learning into required content units of study. Third, learning outcomes are enhanced when teachers implement technology-based gamified learning into required content units of study. The results of this study serve to activate cognitive discourse amongst practitioners in the K–12 and higher education practitioners and expand the existing research on utilizing technology-based gamification to enhance student engagement. The increase in device access combined with technological advancements has created an environment that is ripe for advancement and further exploration. Technology-based gamified learning experiences can be used to engage students and increase academic performance when teachers understand how to identify, plan for, and implement technology-based gamified learning experiences into required content. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12878 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Decision-making processes of teachers that use gamification for student-driven engagement : an exploratory case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-12-01 | |
| local.embargo.terms | 2025-12-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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