EXPLORING HIGHER EDUCATION 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 The purpose of this dissertation is to explore faculty’s perceptions of and experiences with gamification in online learning.
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.
Theoretical Framework
Technology Acceptance Model (TAM) Davis (1989) proposed the Technology Acceptance Model (TAM), which identifies key motivators influencing user adoption of technology: perceived ease of use, usefulness, attitudes toward technology, behavioral intentions, and actual technology use. TAM serves as a framework for assessing technology.
Research Questions
Higher Education Faculty Perceptions of and Experiences with Gamification in Online Learning
- How do faculty understand the concept of gamification?
- What are faculty perceptions of and experiences with
using gamification in online learning?
- What do higher education faculty envision as the future of gamification in online learning?
Methodology
Population and sample The study participants are higher education faculty members 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 programs and staff members via an emailed invitation to complete a short-answer online survey.
Results
The results of this study will be shared in a forthcoming dissertation. (anticipated May 2026)
An open-ended questionnaire will be sent to higher education faculty. 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.
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
Thank you for your attention
Questions?
Higher Education Faculty Perceptions of and Experiences with Gamification in Online Learning
EXPLORING HIGHER EDUCATION 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
Participants
This study participants will be higher education faculty members 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 using semi-structured interviews with open-ended questions.
EXPLORING HIGHER EDUCATION FACULTY PERCEPTIONS OF AND EXPERINCES WITH GAMIFICATION IN ONLINE LEARNING EMPRESS SEARIGHT esearight@crimson.ua.
Empress Searight
Created on April 8, 2026
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Essential Business Proposal
View
Project Roadmap Timeline
View
Step-by-Step Timeline: How to Develop an Idea
View
Artificial Intelligence History Timeline
View
Mobile Phone Call
View
Momentum: Tools Tutorial
View
Momentum: Onboarding Video
Explore all templates
Transcript
EXPLORING HIGHER EDUCATION 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 The purpose of this dissertation is to explore faculty’s perceptions of and experiences with gamification in online learning.
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.
Theoretical Framework
Technology Acceptance Model (TAM) Davis (1989) proposed the Technology Acceptance Model (TAM), which identifies key motivators influencing user adoption of technology: perceived ease of use, usefulness, attitudes toward technology, behavioral intentions, and actual technology use. TAM serves as a framework for assessing technology.
Research Questions
Higher Education Faculty Perceptions of and Experiences with Gamification 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 The study participants are higher education faculty members 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 programs and staff members via an emailed invitation to complete a short-answer online survey.
Results
The results of this study will be shared in a forthcoming dissertation. (anticipated May 2026)
An open-ended questionnaire will be sent to higher education faculty. 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.
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
Thank you for your attention
Questions?
Higher Education Faculty Perceptions of and Experiences with Gamification in Online Learning
EXPLORING HIGHER EDUCATION 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
Participants
This study participants will be higher education faculty members 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 using semi-structured interviews with open-ended questions.