Abstract

This exploratory case study evaluated how the use of gamification and game-based learning (GBL) with the added element of storytelling affected engagement and attitudes of children ages 9 to 13 as they participated in quests to complete their learning objectives.  Archived artifacts of a computer technology class in a northern California private school using the Applied Computer Technology Education (ACTE) framework taught to grade 4-8 provided the data for the study.  Each quest was comprised of a fictional story that tied to the lesson. These stories involved the three archetypes of the warrior (herald), healer (ally), and mage (trickster) on their adventure (the hero’s journey) and provided opportunities for engagement in optional discussion board posts. A mixed methods approach was used to analyze 4 years of data from program records, the course management website (Classcraft), and archived discussion board artifacts. The quantitative analysis revealed that all grades participated in the discussion boards; however, engagement was highest in fourth grade and followed a logarithmic decline as grade levels increased. The metrics also showed a boom in engagement with the discussion boards during the pandemic when classes shifted to distance learning. Thematic analysis of a representative sample of discussion board posts from multiple quests, grade level and years resulted in the identification of 13 themes grouped into 3 thematic categories: Learning; Attitudes; and Game Mechanic References.  Within the Learning category prevalent themes were knowledge specific to the lesson and real-world connections. For the Attitude category, positive attitudes were substantially higher than any other coded attitude. References to the story’s fictional narrative was the predominant theme in the Game Mechanic category. The quantitative and thematic findings lead to three conclusions. First, that gamification with an emphasis on storytelling can build engagement, particularly with grades 4-6. Second, that gamification tools can create opportunities for extended learning. Lastly, that using game-based approaches in education make learning fun and can promote positive attitudes toward course content and learning. Recommendations for teachers include leveraging game mechanics that are most suited to fostering creativity, cooperation, and accomplishment, infuse gamification with proven approaches to learning, and utilizing storytelling.

Library of Congress Subject Headings

Educational games—Design; Gamification; Storytelling in education; Computer-assisted instruction; Motivation in education

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Kay Davis

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