101up: Implementation of a Gamified Curriculum to Increase Self-Regulated Learning Skills and Motivation, An Action Research Study
Track Choices
Engaging Pedagogy
Abstract
The transition to college from high school is significant for at-risk students who tend to struggle with self-regulated learning skills when trying to adapt to the university environment. The purpose of this action-based research study was to evaluate the implementation of a gamified curriculum for at-risk students enrolled in a university first-year experience course. The research questions in this study explored how and in what ways the implementation of a gamified curriculum impacted at-risk students' self-regulated learning skills and motivation, as well as their perceptions about the gamified curriculum on the quality of their learning experience. This seven-week action research study incorporated a gamified curriculum designed to increase self-regulatory learning skills (goal setting, strategic planning, task strategies, self-instruction, help-seeking, and metacognitive monitoring) and motivation (choice, control, collaboration, challenge, constructing meaning, and consequences) for 10 academically at-risk students enrolled in a first-year experience course. Data collection included the Learning and Study Strategy Inventory (LASSI) survey instrument, reflection quests, gamification elements, and learning management system metrics. Data analysis included descriptive and inferential statistics. Implications for instructors considering the implementation of a gamified curriculum and future areas of research are offered.
101up: Implementation of a Gamified Curriculum to Increase Self-Regulated Learning Skills and Motivation, An Action Research Study
Zoom Room 5
The transition to college from high school is significant for at-risk students who tend to struggle with self-regulated learning skills when trying to adapt to the university environment. The purpose of this action-based research study was to evaluate the implementation of a gamified curriculum for at-risk students enrolled in a university first-year experience course. The research questions in this study explored how and in what ways the implementation of a gamified curriculum impacted at-risk students' self-regulated learning skills and motivation, as well as their perceptions about the gamified curriculum on the quality of their learning experience. This seven-week action research study incorporated a gamified curriculum designed to increase self-regulatory learning skills (goal setting, strategic planning, task strategies, self-instruction, help-seeking, and metacognitive monitoring) and motivation (choice, control, collaboration, challenge, constructing meaning, and consequences) for 10 academically at-risk students enrolled in a first-year experience course. Data collection included the Learning and Study Strategy Inventory (LASSI) survey instrument, reflection quests, gamification elements, and learning management system metrics. Data analysis included descriptive and inferential statistics. Implications for instructors considering the implementation of a gamified curriculum and future areas of research are offered.