RUNNING HEAD: IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 1

The Impact of Gamification on Seventh & Eighth Grade Teachers and Students

SAMANTHA J. LILLY

KUTZTOWN UNIVERSITY OF PENNSYLVANIA

IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 2

Table of Contents

ABSTRACT ....................................................................................................................... 3
INTRODUCTION............................................................................................................. 4
TOPIC STATEMENT & PURPOSE ........................................................................................ 4
RELEVANCE ...................................................................................................................... 5
HYPOTHESIS ..................................................................................................................... 5
GUIDING RESEARCH QUESTIONS ...................................................................................... 6
DEFINITION OF TERMS ....................................................................................................... 6
HYPOTHESIS ..................................................................................................................... 5
LITERATURE REVIEW ................................................................................................ 7
HISTORY OF GAMIFICATION ............................................................................................. 7
GAME APPLICATIONS ....................................................................................................... 8
BENEFITS FOR STUDENTS ................................................................................................ 10
MOTIVATIONAL BENEFITS ....................................................................................... 11
POSITIVE LEARNING ................................................................................................ 12
TEACHER PERCEPTIONS .................................................................................................. 13
SUMMARY ...................................................................................................................... 14
METHODOLOGY ......................................................................................................... 15
HYPOTHESIS ................................................................................................................... 15
GUIDING QUESTIONS ...................................................................................................... 16
RESEARCH PARTICIPANTS ................................................................................................ 1
INSTRUMENTS ................................................................................................................... 1
DESIGN ........................................................................................................................... 17
PROCEDURE .................................................................................................................... 17
DATA COLLECTION METHODS AND ANALYSIS .............................................. 19
OBSERVATIONS .............................................................................................................. 19
INTERVIEWS.................................................................................................................... 19
ASSESSMENT OF DATA ................................................................................................... 19
TIMELINE ...................................................................................................................... 20
MAY-JUNE ...................................................................................................................... 20
JULY-SEPTEMBER ........................................................................................................... 20
OCTOBER-FEBRUARY ..................................................................................................... 20
MARCH-MAY ................................................................................................................. 21
JUNE-JULY ...................................................................................................................... 21
BUDGET .......................................................................................................................... 21
TRAVEL/LODGING ........................................................................................................... 21
SUPPLIES ........................................................................................................................ 21
REFERENCES ................................................................................................................ 22
IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 3

Abstract

This qualitative research study will investigate and describe the impact of gamification on

seventh and eighth grade students and their teachers. The impact of gamification has encouraged

motivation, enhanced positive learning and foster teacher student relationships within the

classroom. This study will examine the perceptions of the students and teachers that utilize

gamification. It will focus on the relationships that are formed between gamification and

motivation as well as gamification and positive learning. The method being used will entail

observation in eight different classrooms along with interviews.

Keywords: gamification, motivation, positive learning, education

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INTRODUCTION

The implementation of computer games in education has been around for many decades.

Many of these games were for enjoyment but had the underlying effect in the promotion of

learning. Games such as Oregon Trail (1982), Where in the World is Carmen Sandiego? (1985)

and Number Munchers (1986) were a few of the educational computerized pioneers (Edwards,

2015, n.p.). With advances in game systems and technology, the simplicity of these games also

evolved. This evolution has created a new world of computer games and formed the term

“gamification”. How has this new world of gamification affected students and teachers though?

What are the newest game pioneers?

Topic Statement and Purpose

“The term gamification first appeared in 2008” (Nistor & Icaob, 2018, p. 308) thus

launching its entrance into online and traditional education. Since this time, research has been

completed on the relationships between students, teachers and online learning environments with

gamification. Within the few identified studies most address the use of gamification with

students in lower elementary grades (third and fourth grades) or in undergraduates (college

students). These studies do not address the use of gamification in seventh and eighth-grade

students thus creating a need for further research. It is necessary to research the impact of

motivational, positive learning experiences and perceptions of gamification not only on the

students but the teachers as well. The additional information provided from this research will

conclude what gamification is being used by this audience. It will also showcase the support of

positive learning and an increase in motivation in the classroom. The purpose of this study is to

investigate the impact of gamification in the educational setting, in the seventh and eighth grade,

on motivation and the teaching and learning experience of teachers and students.
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Relevance

As technology evolves so does the need for how it is utilized and integrated into the

classroom. People are now using computers, tablets, and smartphones at earlier ages than ever

before. Over a million games have been produced and downloaded to these devices. They are

found to be enjoyable as one completes the different levels and advances towards the finish line.

Therefore, why not use this as an advantage in education? Gamification is one of the ways that

can promote motivation, engagement and inspire learning. It can bring games to lessons,

attendance, and behaviors which typically are not thought of as a game. Plus, who would not

want to compete with others to earn the title of leader?

Hypothesis

Games are an enjoyable experience. They incorporate friendly competition, focus and

strategy planning, and provide motivation so that one can become the winner. Since gamification

brings life to nongame tasks and challenges, it brings these concepts into the classroom.

Therefore, investigating the benefits of gamification in middle schoolers and how teachers

perceive gamification is essential to the way it is implemented. Most researchers agree that

gamification draws and keeps student attention (Nistor et al., 2018, p. 311; Ozer, 2018, p.113),

improves student-teacher relationships (Nistor et al., 2018, p. 311; Alabbasi, 2018, p. 35), creates

positive learning (Mert & Samur, 2018, p. 74) and is motivating (Ling, 2018, p. 143; Ozer, 2018,

p. 120). The hypothesis for this proposed study is that gamification in the seventh and eighth

grades will have a positive impact on motivation to learn and on the teaching and learning

experiences.

Guiding Research Questions

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Through exploration in the world of gamification, the topic of its impact on motivation and

the teaching and learning experience of teachers and students, the following questions arose.

These questions are what will guide research and obtain a conclusion that either supports or

negates the stated hypothesis.

 How does gamification affect learning in seventh and eighth grade students?

 What are teachers’ perceptions on using gamification in their classrooms?

 What are student’s perceptions on using gamification in their classrooms?

 What is the relationship between the use of gamification and motivation?

 What is the relationship between the use of gamification and positive learning?

Definition of Terms

Gamification: A game-like element added to non-game tasks that use badges or points,

competition with peers, and leadership boards to encourage participation in the educational

process.

Motivation: The reason one has to continue to learn through a game like application while

completing task or assignments.

Positive Learning: The acquiring of skills and knowledge in an affirmative or constructive

manner, in which the learner does not feel frustrated, annoyed or overwhelmed in the process.

Perception: One's view on a particular topic (in this case gamification), and how they react to

using the applications.

Literature Review

History of Gamification
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Gamification has been around for centuries. Turco (2017) states that “its roots stretch

back all the way to the late 1890s” (n.p.). Of course, this far back in history, there was no digital

technology like tablets, smartphones, and computers. People were communicating via

handwritten letters and that were sent through the Postal Service. Knowing that people needed

stamps to send their letters, company marketers gave stamps as a reward for being a loyal

customer.

Going forward almost 100 years, entering into the 1980s reward systems expanded.

Airlines, hotels and car rentals started to offer rewards to their loyal customers as well. Starting

the trend first, American Airlines rolled out the first airline loyalty program, AAdvantage, on

May 1, 1981 (American Airlines, 2019). The program works by allowing participants to

accumulate flight miles that can be redeemed for tickets or to upgrade travel class. Since people

were traveling afar they needed a place to stay and sometimes a car to rent, this prompted

Holiday Inn and National Car Rental to introduce their own loyalty programs.

Traveling closer to the present, gamification officially got its start in 2002; when Pelling

(as cited in Nistor & Icaob, 2018) made his “claim that he created the term” (p 308). Pelling

described gamification as “the application of computer game-design elements to electronic

devices in order to make them more appealing” (as cited in Nistor & Icaob, 2018, p 308). When

added to the Merriam-Webster Dictionary in 2010, gamification was given a more formal

definition as “the process of adding games or games like elements to something (such as a task)

so as to encourage participation” (Merriam-Webster, 2010, n.p.). This means that one is adding

points or earning rewards for a task that would otherwise seem uninteresting or unrewarding to

someone.
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Today these reward techniques have become integrated into education, health fields,

training, and even public policies. Every year there are large summits or conference events held

to discuss these techniques. These summits gather researchers, industry members, experts, and

even common people to show “awareness of gamification practice and support spreading

efficacy of gamification” (Gamification Turkey, n.d.).

Gamification Applications

There are many applications that can be used to integrate gamification into classrooms.

However, applications that are age appropriate for seventh and eighth grades can be limited.

Some of these applications are ClassDojo, Kahoot!, Math Blasters, PeaceMaker, and Learning

Management System (LMS).

ClassDojo is “an online reward platform on student behavior” (da Rocha Seixas, Gomes,

de Melo Filho, 2015, p. 6) that started in 2012. It is designed to reinforce skills and values for

students in kindergarten through eighth grade. A teacher or a school leader set up a free account

then creates a class to add students into. After entering student names, the teacher can add

positive or needs work skills, connect parents and students to the class, send messages and create

activities for completion. “The service allows teachers to attribute rewards in real time from the

analysis of behavior’ (da Rocha Seixas, et al., 2015, p. 6) and generate a behavior report for

future reference. Many teachers that use ClassDojo also recommend using ClassBadges.

ClassBadges is “a free tool whereby teachers can reward the skills of their students or academic

domain” (da Rocha Seixas, et al., 2015, p. 5) by using personalized badges for motivation.

Another platform that is often used is Kahoot!. Kahoot! is educational software “that has

a possibility for preparing online questionnaires, discussions or exams” (Bicen & Kocakoyun,
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2018, p. 75). This too is free but does offer two additional plans (for purchase) with more

features. The ease of setting up an account, creating Kahoots, and playing is typically flawless

with the exception of connection issues. Students can access the Kahoots using the game pin to

compete with others or they can access them for review.

For a more specific software platform, there is Math Blasters and PeaceMaker. Math

Blaster is a free online algebra activity that focuses on “decimals, integers, and rational numbers”

(Math Blaster, 2018) for graphing numbers and coordinate planes. It also includes “word

problems and equation writing exercises that help students develop critical thinking skills while

they advance through multiple levels in an exciting mystery setting” (Math Blaster, 2018.).

Originally, Math Blasters faced critics identifying the game as “not easily connected to the

curriculum or they were too focused on the repetitive practice of small skill sets” (Nistor, et al.,

2018, p. 309). In a different subject area, there is PeaceMaker a “social impact game” (Nistor, et

al., 2018, p. 309) history-based pastime. PeaceMaker is based on real events and addresses the

conflict of the Israeli-Palestinian conflict. It allows “players to be part of Arab-Israeli conflict to

show the problems from both perspectives” (Nistor, et al., 2018, p. 309).

Amongst all of these applications, there are also learning management systems. Learning

management system or LMS are computer programs that allow one to create and organize

eLearning (online learning). Two LMS, Moodle and TalentLMS, allow gamification capabilities

to be added. Moodle is another free system, which allows the teacher or instructor to make their

class digitally based. The LMS allows one to add badges directly to the course and gives the

option to have it automatically be awarded or be managed by the administrator. Hung (2018)

stated that “Moodle’s implementation of badges [are] onerous” as it is not an easy process unless

one is familiar with Moodle (p. 551). TalentLMS is much like Moodle except that it has
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predesigned gamification badges, levels, and points built in. The gamification area is accessible

and adding or editing gamification setting was relatively uncomplicated. TalentLMS does have a

free version but one can only have five users with a maximum of ten courses. Following that

plan, the next plan is $29.99 per month and that allows twenty-five uses with unlimited courses.

Benefits for Students

Now that we know some of the applications and software for gamification, how does

gamification impact students? To better understand, these components are broken down into

motivational benefits and positive learning.

Motivational Benefits.

Using gamification with students empowers them to have “the feeling of being in control

of their own learning process” (Alabbasi, 2018, p. 41). Not only are they in control, but they are

able to go at their own pace, this is better known as personalized learning. Advancing on the

leaderboard can also be motivating for students. “The ranking system in the leaderboards can

create an entertaining competition environment” (Mert & Samur, 2018, p. 85) thus than causes

many students to strive to be better than a friend or the leader. This competitiveness can promote

“improved response times and enable learning of difficult topics” (Bicen, et al., 2018, p. 88) as

they strive to the top spot. However, competition in a classroom does not appeal to everyone and

thus be found “less motivational” (Hung, 2018, p.551).

Since motivation is vital, it is important to figure out if gamification is intrinsic or

extrinsic motivation factor for students. Defined by Gafni, Achituv, Eidelman and Chatsky,

intrinsic motivation has a “desired outcome that is interesting and enjoyable” where extrinsic is

“based on external factors such as rewards, either tangible or intangible” (2018, p. 39-
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40). Gamification can be both of these. It demonstrates intrinsic since many students enjoy

playing games and achieving points for completion of activities. The exhibit of extrinsic is the

reward that they receive, such as the top ten on the leaderboard and being able to “purchase”

items to customize their character.

Although all of these have the potential to increase motivation, there is also collaboration

and feedback that plays a role. Collaboration can be built directly into the gamification

application, teaching “students [that] working together on most projects [is something that many]

people are able to do in life” (Harrold, 2014, p. 12). This leads to team building, awareness of

others and listening/feedback skills that one would continue to strengthen in collaborative

projects. In order to truly understand someone else’s perspective, you need to listen to what they

are saying and then provide appropriate feedback. With gamification feedback can also be easily

incorporated. The benefits are that feedback is provided instantly which allows each participant

to “rework and relearn their knowledge” (Gafni, et al., 2018, p. 40), “correctively advice rather

than merely point out” (Ling, 2018, p. 146) and can “prevent negative behaviors” (Mert &

Samur, 2018, p. 91). All of these gamification components have been founded to “increase the

motivation” (Mert et al., 2018, p. 88; Gafni, et al., 2018, p. 48) and have a “positive effect” (Mert

et al., 2018, p. 90) on students.

Positive Learning.

Ideally, positive learning is when one is learning in a natural and flawless manner.

Gamification can help create and nurture this by easing the role of learners and teachers. During

one's education, one may find themselves thinking about the possibility of failure and the fear

that it evokes. When education is paired with gamification the “stigma of failure evaporates
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when effort (the process) is rewarded, rather than master (the end product)” (Ling, 2018, p. 143).

This version of “gamified learning offers the chance to redo the task and regain the lost points”

(Alabbasi, 2018, p. 40) which allows students to become more relaxed and feel more confident in

their choices. It also takes away the pressure and anxiety that one may face when making

decisions. Since this fear and anxiety is withdrawn in gamification, one’s social-emotional state

will also increase.

This increase can be found in multiple sources, making claims that gamification promotes

socialization and emotional connections (Mert, et al., 2018, p. 74; Alabbasi, 2018, p. 40; Bicen,

et al., 2018, p. 73). Since students are encouraged to interact with peers, teachers and other

players to work through problems and scenarios, one can see the how socialization is increased.

One’s emotional state will also increase as the student finds enjoyment and accomplishment

while playing in this gamified lesson/activity. All of these scenarios that they encounter will

require students to work on their thinking skills “empowering them to solve complex problems

without direct instruction” (Harrold, 2014, p. IX). As the game elements increase in difficulty

students will find themselves focusing more on the “experience, reflection, thinking and (ability

of) acting accordingly” (Gafni, et al., 2018, p. 40) to determine the correct solution. This skill set

will be continuously refined and improved upon during play and needed in the real world.

Teacher Perceptions

Even as resources point out all the positives influences that gamification has towards

students, how do teachers feel about gamification? There are mixed feelings on the implantation

and execution of gamified learning. When gamification is “well planned and used correctly it can

be a good teaching tool” (Mert, et al., 2018, p. 97) that helps promote motivation and positive
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learning. Stating clear purposes and instructions will keep students from becoming frustrated

when learning through gamification. Along with making sure that the game is not too simple or

too difficult, but allows for a range of difficulty as they progress through to earning badges,

points and rewards.

Teachers have full appreciation that “feedback and instruction become intertwined”

(Griffin, 2018, p. 25) allowing them to correct and respond to students instantly. This feature

grants students and teachers the ability to share thoughts and ideas on a topic allowing each to

“understand how things are interpreted from another’s perspective” (Hung, 2018, p. 550). This

capability can give new and clear insight and viewpoints on different topics while expanding

knowledge. With feedback being instant, it can strengthen the connection between teacher and

students creating solidarity.

However, not all teachers find gamification to be positive. The planning time it takes to

setting up gamification can be lengthy and challenging. Some have even found that

“leaderboards and badges contribute negatively to the learning” (Mert, et al., 2018, p. 74) as

students are not recognized for effort and perseverance, but rather how many points they have

earned. Teachers have stated and found that “students learn for the sake of getting points”

(Alabbasi, 2018, p. 41) rather than learning, which is not what we are encouraging them to do.

As stated before, gamification is not perfect and does not motivate everyone. Although there are

the negative factors, researchers have found that it has more positive effects on students.

Summary

To conclude, gamification will bring motivation and positive learning to students. It will

provide teachers a way to “integrate technology into education by placing the students in more
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entertaining, effective and creative situations” (Ozer, Kanbul & Ozdamli, 2018, p. 110). Maybe

the implementation of gamified lessons will be stimulating to those students who are withdrawn

and not motivated to learn in the traditional style. However, we need to remember that “learning,

motivation, and engagement are about humans not technologies” (Hung, 2018, p. 556).

Methodology

Hypothesis

The purpose of this study is to investigate the use of gamification in the educational

setting, focusing on gamification as a good motivational and positive learning experience for

both students and teachers in the seventh and eighth grade. Described previously, gamification is

adding game-like qualities to non-game elements. These game-like qualities include students

receiving points or badges in order to become the winner or leader of the leaderboard.

Since there are many ways that gamification can be included in classrooms, the

researcher wants to investigate how teachers are currently utilizing these programs. A

comprehensive list of gamification programs made while observing will highlight what programs

are popular across seventh and eighth-grade teachers in the western region of Pennsylvania.

Although most teachers have a preference as to which systems and programs work for them, this

list will provide new insight on what others have found to be beneficial.

Research has indicated that the use of gamification in the educational setting is beneficial

in the influence of motivation and positive learning. Does this also hold true in terms of seventh

and eighth graders? This is one of the leading questions that the researcher will verify in the

findings. Amongst motivation and positive learning, there is the idea and perception of

gamification. There have been mixed feelings of gamification; many students are pro
IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 15

gamification whereas teachers are either for or against it. The researcher will determine if

gamification is used does the same mindset apply like the research has stated.

Guiding Questions

1. How does gamification affect learning in seventh and eighth grade students?

2. What are teachers’ perceptions on using gamification in their classrooms?

3. What are student’s perceptions on using gamification in their classrooms?

4. What is the relationship between the use of gamification and motivation?

5. What is the relationship between the use of gamification and positive learning?

Research Participants

The research participants for this study are seventh and eighth-grade teachers and their

students. Teachers will be selected at random, from 137 school systems in the Southeast and

Northeast regions in Pennsylvania. There will be a total of eight teacher participants.

Student participants are pupils of the observed participating teachers. Since there are

many more students than teachers, students will be selected randomly to complete interviews

allowing the research to gain insight from students. The number of student participants will vary.

Researcher will have at least twenty-four student participants in total.

Instruments

To gather information on which schools use gamification in their buildings a short

survey will be sent out to building principals. This survey will be sent at the end of the school

year in May or June in hopes of more feedback. On the survey the questions will consist of

asking if gamification is used and what system or program is used. The researcher will take this

feedback into account when choosing observational sites.

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During the observational portion, the researcher will be referencing an observational

checklist. This checklist will include what gamification system is being utilized, who and how

many are present along with any reactions and actions that are occurring. All field notes will be

written or typed during or within an hour of observation.

Design

This qualitative study will provide insight into the gamification applications that are

currently being used and how students and teachers perceive them for the desired grade levels.

Through observations, interview questions and teacher data the researcher will obtain

conclusions for the guiding research questions.

Since it is not possible to include all seventh and eighth-grade teachers and students in

this study, a lottery or random selection will be done by the researcher. The researcher will

choose four districts to observe based on the responses from the survey.

Throughout the study the researcher will have access to the gamified program and data

that the teacher is using for further analysis. Once the data is gathered and analyzed the

researcher will record and document the information into the study. This will include common

links that were found during observations and interviews.

Procedure

1. A short survey will be sent out to all school systems in the surrounding Pennsylvania

Northeast and Southeast regions. The survey will be asking if gamification is actively used

and if so what system or program is utilized.

a. The complete list of 137 schools can be found on the Pennsylvania’s

Department of Education website under Directory and Maps.

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2. Once all districts respond either yes or no to using gamification, of the yes responses a

random selection of 4 districts will be picked to participate. Using a random selection process

will pick schools of different geographical locations and socio-economic status. Each district

will be given a code number of one to four.

3. After selecting the four districts, another letter addressed to building principals and the

school board for the designated grades will be contacted. This letter will ask them for

permission to utilize two or more teachers and their students for observations and interviews.

4. After being granted permission, the district, principals and seventh and eighth grade teachers

who would be participating in the study will be able to ask questions. At this time two

volunteers or chosen participants by the building principal or researcher.

5. After conversing and answering any questions from the participants, the participants will be

asked a few questions on what gamification is being utilized. This conversation will be the

start of gaining trust and building a relationship between researcher and participant.

6. Shortly after this conversation, the participants will receive a letter or email with the agreed

upon date for observing. Along with this letter is an identification code to protect teacher’s

identity. The codes for teacher participants will be in the following format: school district

code numbers 1-4, followed by the grade level code either a 7 or 8. For example, a seventh-

grade teacher in the fourth district would have the code 0407.

7. Observations times and dates will be followed through on by the researcher. If for any reason

the researcher or participant need to postpone or reschedule this shall be done within twenty-

four hours of the cancellation.

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8. Observations will be recorded within the day and any questions for either teachers or students

will be conducted. Observations will take place in the morning, allowing the afternoon to be

used for interviews.

a. Students will be given their own codes, following a similar format as the

teachers. Student’s codes will be in the form of letters, starting with A to Z

then moving to AA and AAA. An example of a student code would be

0407-AA.

9. The data will be recorded, reviewed and analyzed into charts, graphs, and tables.

10. This process of observations will be the same for all four districts. It will be repeated again,

four months after the initial observation was conducted. Once the report is complete a copy

either printed or digitalized will be sent to all participants.

Data Collection Methods and Analysis

Data collection will be done through the initial survey, interviews and observations. The

interview questions will be direct, clear and concise related to gamification use, motivation

(described as participation, attendance, communication/feedback, etc.) and positive learning.

Positive learning questions will be stated in terms of desire to learn, the stigma of failure and

socialization. These interviews will be done primarily on visitation days.

Observations

Observations of classroom settings will be conducted twice within the study time frame.

The researcher will utilize the observational checklist to record and document the observation.

These observations will be focused on the motivation of students and their reactions on using

gamification. A record of how many students are on task, participating and completing their
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work in time increments of twenty minutes will be documented. On task behavior would look

like students working, conversation on the subject topic, and actively participating.

Interviews

Interviews will be conducted by the researcher after an observation has been made. Clear

predetermined questions regarding gamification will be asked. If possible these interviews will

take place on the same day or a day after the observation. These interviews can also be done

through phone conversations, emails and/or Skype as necessary. All interviews will be recorded

for researcher’s reference.

Assessment of Data

Survey responses will be kept in a spreadsheet. Data from all interviews and observations

will be recorded into a word processing document. This information will then be compared and

analyzed through graphs and charts based on the responses. All notes from the observational

checklist will also be compared and analyzed.

Timeline

May-June

A short survey (roughly three questions) asking if districts use gamification with seventh

and eighth grade students will be sent out to building principals. Doing this at the end of the

school year will alleviate the influx of paperwork at the beginning of the school year and

possibly more responses will be sent back.

July-September

Send out second notices if needed to building principals. From the responses, randomly

pick four districts and the building to observe and interview. Once the four are chosen, another
IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 20

letter shall be sent to the school board for permission to conduct research. If a district declines

access another random district will be chosen. Researcher will set up observations and make a

travel plan during this time.

October-February

Observations will be conducted from the four district buildings. On the first four days the

researcher will observe both classrooms of teacher participants. Day one will be used to focus on

the setting and building a trusting relationship rather than focusing on the study. On day five,

observations will be conducted in the morning (for one to two-hours in each room) followed by

short interviews in the afternoon. If a sixth day is necessary, this would be for more interviews.

A day to process the data would follow before proceeding to observe in another district. This

process would be completed over four months allowing for at least one district observation to be

completed monthly.

March-May

Schedule and complete the second observations in each district. Compile all the data and

complete a rough draft of the research analysis.

June-July

Finish final analysis of observations and interviews. Proofread and double check research

paper before publication. Send completed analysis from the investigation on the use of

gamification in the educational setting to all participants.

Budget

Travel/ Lodging

Travel and lodging are going to be the most expensive part of the research project. Since

all districts will be within the researcher’s state, the researcher will be able to drive to the
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destination. Gas will need to be purchased in order to travel. Along with gas, a place to stay will

also need to be set up if the researcher feels it is necessary. The researcher will take advantage of

loyalty programs such as Hotel.com and Days Inn when deciding where to stay. Hotel.com

rewards one with a free stay after ten nights and Days Inn has a point program that one can earn

up to four free nights.

Supplies

First item that would be required are printing supplies. Since, the researcher already has

access to a printer the purchase of a 20 lb. ream of paper for roughly $40 would be necessary.

Purchasing this much paper will guarantee that there will be enough for all letters, interview

questions, and printing of the final research paper. Also needed are extra ink cartridges

(approximately two black cartridges) for the printer, the price of these ranges from $40-50

dollars.

Along with the printing supplies, the researcher would need mailing envelopes, labels and

stamps. Envelopes needed would be the standard letter size that can be purchased at hundred

envelopes for about ten dollars. Since the researcher does not wish to hand write all labels out,

mailing labels would be purchased. These would also be placed on the return envelopes from the

district buildings. These can be purchased for thirty-four dollars in a pack of 3000. Although in

order to send the initial letters out, stamps would also have to be purchased. This could be costly,

since the research should provide stamps on the return envelopes.

IMPACT OF GAMIFICATION ON TEACHERS & STUDENTS 22

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