Evaluation of Effects of Gamifying Grading Strategies on Student Motivation and Resilience.
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| Title: | Evaluation of Effects of Gamifying Grading Strategies on Student Motivation and Resilience. |
|---|---|
| Authors: | Partridge, Todd1 (AUTHOR) todd.partridge@usu.edu, Schneiter, Kady1 (AUTHOR) |
| Source: | College Teaching. Jan-Mar2025, Vol. 73 Issue 1, p55-65. 11p. |
| Subject Terms: | *Education research, *Education statistics, *Grading of students, *Gamification, *Academic motivation, *Motivation (Psychology) |
| Abstract: | After encountering students who lost motivation throughout the semester, and finding most students' questions focused on how to improve their grade rather than on understanding the material, we developed a gamified grading structure hoping to remove students' barriers to motivation in the classroom. A brief review of the literature on known barriers to student motivation is provided, and on the use of gamification to remove these barriers. Data collected show that the gamified grading structure may have been effective at removing barriers to student motivation and empowering students to work for understanding. Possible interventions for future iterations are explored. [ABSTRACT FROM AUTHOR] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181889011 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluation of Effects of Gamifying Grading Strategies on Student Motivation and Resilience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Partridge%2C+Todd%22">Partridge, Todd</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> todd.partridge@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Schneiter%2C+Kady%22">Schneiter, Kady</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jan-Mar2025, Vol. 73 Issue 1, p55-65. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+statistics%22">Education statistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: After encountering students who lost motivation throughout the semester, and finding most students' questions focused on how to improve their grade rather than on understanding the material, we developed a gamified grading structure hoping to remove students' barriers to motivation in the classroom. A brief review of the literature on known barriers to student motivation is provided, and on the use of gamification to remove these barriers. Data collected show that the gamified grading structure may have been effective at removing barriers to student motivation and empowering students to work for understanding. Possible interventions for future iterations are explored. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181889011 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87567555.2023.2227985 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 55 Subjects: – SubjectFull: Education research Type: general – SubjectFull: Education statistics Type: general – SubjectFull: Grading of students Type: general – SubjectFull: Gamification Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Motivation (Psychology) Type: general Titles: – TitleFull: Evaluation of Effects of Gamifying Grading Strategies on Student Motivation and Resilience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Partridge, Todd – PersonEntity: Name: NameFull: Schneiter, Kady IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 87567555 Numbering: – Type: volume Value: 73 – Type: issue Value: 1 Titles: – TitleFull: College Teaching Type: main |
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