Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Abstract
Engagement through gamification can play a crucial role in enhancing student motivation. Gamification provides direct feedback, makes learning interactive, fosters collaboration, and makes learning more autonomous (Kuh, 2001; Reeve & Tseng, 2011). Including game-thinking and game mechanics in the classroom adds an aspect of engagement that may otherwise be lacking.
This action research study explored the impact of structural gamification on student engagement and motivation when incorporated in a middle school language arts classroom. Using a mixed-methods approach, the researcher measured student engagement and motivation. It reported detailed perceptions of participants through survey responses, examined achievement data from summative assessments, and incorporated observations from the teachers’ reflective journaling. Statistical analysis revealed that incorporating structural gamification in the middle school language arts classroom had no significance in student motivation, student engagement, or student achievement. Qualitative data, however, showed positive student perception and an added benefit in the classroom. The findings from this study are meant to aid educators in increasing student engagement and motivation in the classroom.
Year of Submission
2025
Degree Name
Doctor of Education
Department
Department of Curriculum and Instruction
First Advisor
Leigh Zeitz
Date Original
4-1-2025
Object Description
1 PDF (x, 140 pages)
Copyright
©2024 Natalie Campbell
Language
en
File Format
application/pdf
Recommended Citation
Campbell, Natalie, "The Impact of Structural Gamification on Student Motivation and Engagement in a Middle School Language Arts Classroom" (2025). Dissertations and Theses @ UNI. 2201.
https://scholarworks.uni.edu/etd/2201
