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Dissertation/Thesis Abstract

Online 3.0—The rise of the gamer educator the potential role of gamification in online education
by Bell, Kevin R., Ed.D., University of Pennsylvania, 2014, 166; 3635727
Abstract (Summary)

As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification—a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are including and whether this might be a means of progress toward educational and societal goals. My conclusion is that there is potential significantly to increase student engagement in the concept of gamifying online courses. I outline areas for future study by suggesting frameworks within which gamification might be further analyzed and assessed.

Indexing (document details)
Advisor: Perna, Laura W.
Commitee: Clark, Dick, Hinton, Mary
School: University of Pennsylvania
Department: Higher Education Management
School Location: United States -- Pennsylvania
Source: DAI-A 76/01(E), Dissertation Abstracts International
Subjects: Instructional Design, Educational technology, Higher education
Keywords: Cognitive science, Gamification, Intrinsic motivation, Online education, Pedagogy, Student engagement
Publication Number: 3635727
ISBN: 978-1-321-17041-2
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