MSERA_EXPLORING HIGHER EDUCATION FACULTY PERCEPTIONS OF AND EXPERINC

EXPLORING FACULTY PERCEPTIONS OF AND EXPERINCES WITH GAMIFICATION IN ONLINE LEARNING

EMPRESS SEARIGHT esearight@crimson.ua.edu DR. MARGARART RICE mrice@ua.edu Leadership in Instructional Technology College of Education, University of Alabama, Tuscaloosa, AL

Introduction

Gamification is defined as the use of games in non-gaming environments (Perryer et al., 2016) to motivate and engage learners in learning environments. The use of game design elements in non-game contexts has been gaining attention in higher education. Despite an increasing academic interest and implementation of gamification in education over the past few years, little is known about the perceptions of and experiences with gamification for faculty and gamification experts serving in higher education institutions.

Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. doi:https://doi.org/10.1016/j.ijme.2016.07.001

General

• The differences in faculty’s perceptions of and experiences with gamification in online learning in higher education.

Outcomes

Purpose

• Can address how educators interested in gamification can successfully implement it in their courses

• Can assist higher education managers interested in introducing gamification in their institutions achieve that goal.

The purpose of this three-article dissertation is to explore faculty’s perceptions of and experiences with gamification in online learning.

Participants

This study participants will be higher education faculty members and gamification experts throughout the state of Alabama. The sampling of the participants will be a small sample size of only faculty members in higher education. To secure a suitable number of participants, faculty will be solicited to participate in this study through networking with faculty and staff members of higher education institutions and emailed an open-ended survey for gamification experts and semi-structured interviews for faculty with open-ended questions.

Theoretical framework

Self-determination theory (SDT)

Self-determination theory (SDT) model comprised of three psychological needs of student motivation and personality. Deci and Ryan’s (2000) theory of self-determination (SDT) is an empirical assessment of human motivation and personality, which can help explore learning experiences.

Research Questions

A Systematic Review of Higher Education Faculty Perceptions of and Experiences with Gamification in Online Learning

• What are faculty perceptions of the benefits of and challenges of gamification in online higher education?
• What gamification elements and implementation strategies do faculty find most effective for enhancing student motivation and engagement in online learning?

Gamification Experts: Perceptions of and Experiences with Gamification in Online Learning

• How do gamification experts view gamification?
• What are gamification experts’ perceptions of and experiences with gamification?

Higher Education Faculty Perceptions of and Experiences with GamiDcation in Online Learning

• How do faculty understand the concept of gamification?
• What are faculty perceptions of and experiences with using gamification in online learning?

Methodology

Population and sample

Faculty members and gamificaiton experts who show the highest levels of the differences in percepetion of and experiences with gamification in online learning in higher education will be asked to participate in an open-ended survey for gamificaiton experts and semi-structured interviews for faculty with open-ended questions. Explored will be faculty members who show the highest levels of the differences in perceptions of and experiences with gamification in online learning and gamification experts who have successfully implemented gamification in their courses in different learning contexts. Evaluation of the interest in gamification in higher education and its motivation in learning will be discussed. The study will focus on a small number of people who are a core part of the study using an open-ended survey for gamification experts and semi-structured interviews for faculty with open-ended questions via Zoom and immediately transcribed through otto.ai.

Results

The results of this study will be shared in a forthcoming dissertation. (anticipated May 2025)

References

Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferrable lessons from pedagogy. doi:https://doi.org/10.1016/j.ijme.2016.07.001

Thanks for your attention

Any question?

EXPLORING FACULTY PERCEPTIONS OF AND EXPERINCES WITH GAMIFICATION IN ONLINE LEARNING

EMPRESS SEARIGHT esearight@crimson.ua.edu DR. MARGARART RICE mrice@ua.edu Leadership in Instructional Technology College of Education, University of Alabama, Tuscaloosa, AL

Lorem ipsum dolor

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

Lorem ipsum dolor sit

• Lorem ipsum dolor sit amet.
• Consectetur adipiscing elit.
• Sed do eiusmod tempor incididunt ut.
• Labore et dolore magna aliqua.

Lorem ipsum dolor

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

Lorem ipsum dolor sit

• Lorem ipsum dolor sit amet.
• Consectetur adipiscing elit.
• Sed do eiusmod tempor incididunt ut.
• Labore et dolore magna aliqua.

Lorem ipsum dolor

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

Lorem ipsum dolor sit

• Lorem ipsum dolor sit amet.
• Consectetur adipiscing elit.
• Sed do eiusmod tempor incididunt ut.
• Labore et dolore magna aliqua.