Date of Award

8-16-2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

William Morris

Abstract

The purpose of this action research was to evaluate the impact of differentiated gamification on student cognitive, behavioral, and emotional engagement, and academic performance within the unit of plant and animal systems for ninth grade biology students. Scientific literacy is considered a key component of education, as it contributes to societal innovation, economic production, and an informed public. Comprehension of biological concepts and processes, such as plant and animal systems, provide a greater understanding of the living world, and contributes to overall scientific literacy. Although a vital component to science education and literacy, students continue to struggle with the concepts of plant and animal systems. Research suggests that increased engagement in learning may positively impact student outcomes and achievement.

This study incorporated the Classcraft online platform for differentiated gamified instruction through the quest feature. Participants for this study came from eight sections (n = 191) of ninth grade public high school biology students. Data was collected through pre-and post-surveys on engagement, pre-and post-tests on plant and animal systems content, and semi-structured student interviews. Wilcoxon signed-rank tests were conducted on survey data and showed no significant difference in cognitive, behavioral, or emotional engagement, however, interview data revealed that students interacted with and enjoyed many of the gamified elements. A paired t-test showed significant growth from the pre- to post-tests, and qualitative data suggests that the intervention supported learning.

While academic achievement increased, these results suggest a complex relationship between differentiated gamification and student engagement. Students’ interactions with the platform coupled with their positive views on the game elements, specifically rewards and customization, suggest that there is potential for differentiated gamification to increase student engagement. These results indicate that further research is needed to determine the intricacies. Implications for the use of differentiated gamification and for future research are discussed. Study limitations included differences in teaching styles, access to students, student participation, accuracy of cognitive engagement measurements, and the reliability of the survey questions.

Rights

© 2024, Stephanie Morgan Ruiz

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