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The Gamification of an Online Englis...

Mast, Eric.

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The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement./
Author:	Mast, Eric.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10669625
ISBN:	9780355359206

The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement.
Mast, Eric.

The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 140 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Union Institute and University, 2017.

This item is not available from ProQuest Dissertations & Theses.

This dissertation is an action research study on the gamification of a first-year online English Composition course. The study addressed the following two questions: 1) How do students in a first-year online composition course perceive the impact of gamification on their motivation to complete the course? 2) How do students in a first-year online composition course perceive the impact of gamification on the quality of their learning experience?

ISBN: 9780355359206Subjects--Topical Terms:

517670
Educational technology.

The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement.
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245 1 4 $a The Gamification of an Online English Composition Course: An Action Research Exploration of Student Motivation and Engagement.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Michael A. Raffanti.
502 $a Thesis (Ed.D.)--Union Institute and University, 2017.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This dissertation is an action research study on the gamification of a first-year online English Composition course. The study addressed the following two questions: 1) How do students in a first-year online composition course perceive the impact of gamification on their motivation to complete the course? 2) How do students in a first-year online composition course perceive the impact of gamification on the quality of their learning experience?
520 $a The conceptual framework for the study was comprised of the four-component instructional design model and cognitive load theory along with gamification and motivational theory. The study was qualitative, collecting data through mini-focus groups of students after the course was over as well as examining some of the participants work during the semester. The results showed that gamification can enhance the feedback that is provided in the course and improve the students' motivation and learning experience in the course. The flexibility piece of the gamified course must be watched closely, though, and may need to be modified for this first-year writing course. While flexibility enabled students to improve their time management skills, participant responses also showed that it may have diminished motivation to begin doing the work in the early weeks of the course. The study's findings have implications for gradually increasing the autonomy for students in the course as they complete work instead of providing it initially. The study recommends further research in using gamification as a form of communication and interaction within an online writing course. It also shows the need to research and understand why students withdraw from the course or why students are unable to successfully complete the course. No students who fell into the latter two categories elected to participate in the study.
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