Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Darci J. Harland

Abstract

Teachers have positive attitudes toward the use of gamification in the classroom yet research shows that it is implemented inconsistently. Furthermore, specific elements of what makes gamification successful with students has not been studied. The purpose of this study was to explore teacher perceptions of gamification and its use in the K-8 classroom. The conceptual frameworks for this study were constructivism and connectivism. The central research question for this basic qualitative study focused on the perceptions of teachers about gamification and its use in the K-8 classroom that contribute to student success. The participants were selected using a convenience, continuum, and snowball sampling. Interviews were conducted with 10 teachers from both public and private schools who had been using gamification for at least one year. Data analysis using iterative coding showed that teachers purposefully implemented varied types of gamified learning environments and felt that it supported K-8 student academic success in knowledge construction and network building. Results of this study may contribute to social change for teachers, administrators, and districts by providing insight about professional development opportunities to enhance use of gamification in general as well as ways to enhance the success of gamification when implemented. Accordingly, these findings can support a reinvigoration of teaching practice as a result of developing ways to motivate K-8 learners.

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