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Exploring elementary student motivationlevels within gamified digital mathematics instructional programs

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Abstract:
Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time.
Title: Exploring elementary student motivationlevels within gamified digital mathematics instructional programs.
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Name(s): Hoover, Jennifer Lauren, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Other Date: 2019.
Publisher: University of West Florida,
Place of Publication: Pensacola, Florida :
Physical Form: electronic resource
Extent: 1 online resource (x, 219 leaves : charts)
Language(s): eng
Abstract: Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time.
Identifier: 1129016349 (oclc), WFE0000658 (IID)
Note(s): by Jennifer Lauren Hoover
College of Education and Professional Studies, Department of Educational Research and Administration
Dissertation (Ed.D.) University of West Florida 2019
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
Gamification -- Mathematics
Teaching -- Mathematics
Dissertations, Academic
Academic theses
Library Classification: LD1807.F62j 2019 H668
Persistent Link to This Record: Read full text online
Host Institution: UWF
Other Format: Exploring elementary student motivationlevels within gamified digital mathematics instructional programs. (Print version:)
(OCoLC)1129016057

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