Date of Award

12-18-2025

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Jackie Ramey

Second Advisor

Robyne Elder

Third Advisor

Tanya Vest

Abstract

This qualitative study investigated K-12 teachers’ views about gamification as an instructional tool to increase student motivation, self-efficacy, and learning mastery. Kelly’s Curriculum Theory and Bandura’s Self-Efficacy Theory were used to investigate how gamified learning environments affect teacher practice and self-efficacy. Seventeen teachers participated in a researcher-designed Qualtrics survey that included both Likert-style and open-ended items. The researcher used descriptive statistics and thematic coding of responses, based on participants’ self-identified levels of gamification experience. The research produced three main findings, which showed that (1) Gamification motivates students through collaborative work, challenging tasks, and progress tracking systems, (2) Students build self-efficacy through real-time feedback, experience scaffolded difficulty, and have meaningful decision-making opportunities, and (3) Teachers practice focuses on creating gamified activities aligned to learning objectives while using assessment methods that emphasize differentiation and mastery-based learning. Participants noted that effective implementation requires intentional planning, time and professional development. The research indicates that gamification can effectively boost student engagement and teacher instructional efficacy when used purposefully. The findings require teachers to create gamified activities that pair autonomy with feedback, utilizing collaborative planning to support teachers and implementing curriculum-based approaches. Recommendations for future research include expanding the sample size, conducting longitudinal studies, and further investigating equity and accessibility in gamified learning environments.

Research Highlights

  • The Problem: The study addresses the limited empirical research regarding K-12 teachers' perceptions of gamification, specifically breakout games, as instructional tools to enhance student motivation, self-efficacy, and learning mastery in public education settings.

  • The Method: The researcher collected data from 17 K-12 public school teachers in a midwestern school district using a researcher-designed Qualtrics survey that included both Likert-scale items and open-ended questions.

  • Quantitative Finding: 76.5% of participants reported being very open and willing to explore gamification; Social Interaction (3.4) and Challenges & Quests (3.3) were rated as the highest motivational factors; educators with extensive experience reported a central tendency rating of 4.5 regarding gamification's impact on student engagement.

  • Qualitative Finding: Research findings indicated that gamification motivates students through collaborative work, challenging tasks, and progress tracking systems; however, teachers noted that effective implementation requires intentional planning, time, and professional development to overcome barriers.

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