Copy - EXPLORING FACULTY IDENTITES OPINIONS OF AND EXPERINCES WITH THE USE O

DISSERTATION PROSPECTUS

EXPLORING FACULTY IDENTITIES OPINIONS OF AND EXPERINCES WITH THE USE OF GAMIFICATION IN ONLINE LEARNING

EMPRESS SEARIGHT DR. MARGARART RICE - CHAIR Leadership in Instructional Technology College of Education, University of Alabama, Tuscaloosa, AL

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

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 opinions of and experiences with gamification for faculty serving in higher education institutions.

• 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.

Outcomes

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

General

Purpose

The purpose of this three-article dissertation is to explore faculty’s opinions of and experiences with gamification based on gender, culture, and generation identities.

Participants

This study participants will be faculty members in the field of STEM at higher education institutions throughout the state of Alabama. The sampling of the participants will be a small sample size of only faculty members in the field of STEM. To secure a suitable number of participants, faculty will be solicited to participate in this study through a demographic survey and emailed an invitation to participate in face-to-face or online semi-structured interviews.

Theoretical framework

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.

Self-determination theory (SDT)

The results of this study will be shared in a forthcoming dissertation. (anticipated May 2024)

Results

Population and sample

Methodology

Faculty members who agree to participate in the research will be categorized by demographics based on gender, culture, and generation identities. Faculty members who show the highest levels of the differences in opinions of and experiences with gamification in online learning in higher education STEM programs will be asked to participate in semi-structured interviews. Explored will be faculty members identities’ motivation for and use of gamification in online learning, and best practices for implementing gamification in courses. Evaluation of the interest in gamification in higher education and its motivation in learning will be discussed.

Any question?

Thanks for your attention

EXPLORING FACULTY IDENTITIES OPINIONS OF AND EXPERINCES WITH THE USE OF 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

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