Gamification Experts: Perceptions of and Experiences with Gamification

Introduction

General

• Determine gamification experts’ approaches to gamification and the perceived benefit, implementation and challenges posed by using gamification in online learning in different learning contexts.

Outcomes

Purpose

• Can address how gamification experts have successfully implemented gamification in their courses.

• Show higher education managers and educators interested in introducing gamification in their institutions could achieve that goal.

The purpose of this study is to explore gamification experts' perceptions, experiences, and views of gamification in online learning in higher education.

Theoretical framework

Self-determination theory (SDT)

Self-determination theory (SDT) model is 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

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

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

Methodology

Population and sample

This study participants will be higher education gamification experts throughout the state of Alabama. 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. An open-ended questionnaire will be sent to the gamification experts. This study will use the Three-Cycle approach to data analysis by Saldana (2016). The first cycle will use holistic coding. The second cycle of data analysis will use “in vivo” coding to capture the exact words and phrases of the participants. The third cycle of data analysis is thematic coding.

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 Saldana, J. (2016). The coding manual for qualitative researchers (3rd Ed.). Los Angeles, CA: Sage.

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Contact

EMPRESS SEARIGHT esearight@crimson.ua.edu DR. MARGARART RICE mrice@ua.edu

Leadership in Instructional Technology College of Education, University of Alabama, Tuscaloosa, AL