Date of Conferral
10-17-2025
Degree
Ph.D.
School
Education
Advisor
Heng-Yu Ku
Abstract
The problem that was addressed through this study was that there was a gap in the literature about secondary world language teachers using gamification-based assessments and the influence on student learning. The purpose of this basic qualitative study was to explore teachers’ perspectives on the benefits and challenges of gamification-based assessments. The study was grounded in the unified theory of acceptance and use of technology, digital game-based language learning, and Krashen’s second language acquisition theory. To secure a sample of 12 participants for this study, purposeful and snowball sampling were employed, wherein potential secondary world language teachers were solicited through a recruitment flyer and email invitation distributed across the researcher's professional learning networks, academic associations, and targeted social media groups, with final eligibility confirmed via a participant verification survey. Data from semistructured interviews were analyzed thematically, using open coding, revealing key benefits: increased student motivation and engagement, improved vocabulary acquisition, personalized learning, and enhanced classroom dynamics. Identified challenges included significant time and training requirements for teachers, technological and logistical barriers, concerns about assessment accuracy, and the risk of over-reliance on game mechanics. A key recommendation is for educational leaders to provide targeted professional development and robust infrastructure support, which has positive social change implications for creating more equitable, engaging, and student-centered learning environments in world language education.
Recommended Citation
Thompson, Taryn, "Secondary World Language Teachers’ Perspectives on Gamification-Based Assessments" (2025). Walden Dissertations and Doctoral Studies. 18525.
https://scholarworks.waldenu.edu/dissertations/18525
