2018 Conference Archive (Archived)
Gamification of the Science Classroom: An Investigation of the Use of an Online Gaming Platform to Improve Student Performance
Session Format
Conference Session (20 minutes)
Target Audience
Secondary Education
Copyright
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Abstract for the conference program
Gamification is an instructional strategy recently introduced to K12 classrooms where token economies are often used for behavior management. Previous research indicates that both entities can improve student motivation, learning, classroom participation, and behaviors. (Barlow & Fleming, 2016; Boniecki & Fleming, 2003; Buckley, Doyle, & Doyle, 2017). This multi-semester study is in progress and aims to determine if using gamification in the science classroom prompts improvement in student engagement resulting in better academic performance. The platform, Classcraft, has a built-in token economy system. This study is taking place in the classrooms of five teachers in two local public middle schools and one local high school. Content and grade levels include 7th grade Life Science, 8th grade Scientific Research, and 9th grade Environmental Science. Many of the students in these courses are low-level learners and/or students with an IEP, a 504, or a BIP. Preliminary data shows that gamification with token economy is having a positive impact on student learning and engagement.
Barlow, T. & Fleming, B. (2016). A science classroom that’s more than a game. Teaching Science, 62(2), 31-37.
Boniecki, K., & Moore, S. (2003). Breaking the silence: Using a token economy to reinforce classroom participation. Teaching of Psychology. 30(3), 224-227.
Buckley, P., Doyle, E., & Doyle, S. (2017). Game On! Students’ Perceptions of Gamified Learning. Educational Technology & Society, 20 (3), 1–10.
Proposal Track
R1: Projects in Process
Start Date
3-23-2018 12:30 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Wells, Mary Rebecca; Demirjian, Kaitlyn; Hammel-Cobb, Britton; Kelly, Lauren; and Riegner, Charlton, "Gamification of the Science Classroom: An Investigation of the Use of an Online Gaming Platform to Improve Student Performance" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 39.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/39
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Gamification of the Science Classroom: An Investigation of the Use of an Online Gaming Platform to Improve Student Performance
Gamification is an instructional strategy recently introduced to K12 classrooms where token economies are often used for behavior management. Previous research indicates that both entities can improve student motivation, learning, classroom participation, and behaviors. (Barlow & Fleming, 2016; Boniecki & Fleming, 2003; Buckley, Doyle, & Doyle, 2017). This multi-semester study is in progress and aims to determine if using gamification in the science classroom prompts improvement in student engagement resulting in better academic performance. The platform, Classcraft, has a built-in token economy system. This study is taking place in the classrooms of five teachers in two local public middle schools and one local high school. Content and grade levels include 7th grade Life Science, 8th grade Scientific Research, and 9th grade Environmental Science. Many of the students in these courses are low-level learners and/or students with an IEP, a 504, or a BIP. Preliminary data shows that gamification with token economy is having a positive impact on student learning and engagement.
Barlow, T. & Fleming, B. (2016). A science classroom that’s more than a game. Teaching Science, 62(2), 31-37.
Boniecki, K., & Moore, S. (2003). Breaking the silence: Using a token economy to reinforce classroom participation. Teaching of Psychology. 30(3), 224-227.
Buckley, P., Doyle, E., & Doyle, S. (2017). Game On! Students’ Perceptions of Gamified Learning. Educational Technology & Society, 20 (3), 1–10.
