Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

The program evaluation provided an understanding of the effectiveness of gamification as a behavior management tool and its impact on student behaviors as perceived by teachers. The evaluation followed a sixth- through eighth-grade alternative public school whose vision is to provide a structured, safe, and motivating learning environment where students grow academically and behaviorally responsible. The two-phased mixed study allowed participants to share their perceptions and satisfaction with using gamification as an effective behavior management tool. The program evaluation took on the epistemological position that staff contributions significantly impact behaviors, dependent on the two constructs: (a) user attitude and (b) user intention model through the technology acceptance model (TAM). The research design used Guskey’s (2002) five critical levels of professional development (PD)—reaction, learning, organization, knowledge, and learning outcomes. The key findings indicated that implementing gamification in the short term had a positive influence on student engagement and motivation. The findings suggest that gamification could be viewed as a means for improving productivity and user satisfaction. TAM has played a crucial role in shaping user perceptions regarding the adoption of gamification.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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