Date of Award

Fall 12-15-2024

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

David Reid, PhD

Committee Member

Elizabeth Omegna, EdD

Committee Member

Paul Garton, PhD

Keywords

digital game-based learning (DGBL), engagement, motivation, academic achievement, middle school students, digital gaming

Abstract

This case study investigated middle school students’ perceptions of digital game-based learning (DGBL) in the classroom, focusing on engagement, motivation, and academic achievement. Using Piaget’s (1962) Constructivist Learning Theory as a framework, the research examined the influence of interactive digital games on students’ educational experiences. A qualitative study was utilized, using Likert scale surveys and open-ended questions to gather rich, descriptive data from students across grades 6-8. The findings revealed three primary themes: (1) Engagement and Interest, with students reporting increased enjoyment and interactivity in learning; (2) Motivation and Focus, indicating that competitive elements and rewards in games encourage student participation; and (3) Learning Benefits, with students perceiving improved understanding of complex concepts through game-based activities. An analysis of student responses revealed that a substantial majority of participants found DGBL to be an enjoyable experience. Many students also expressed increased motivation when interacting with digital games. More than half of the respondents viewed DGBL as beneficial to their academic achievement, indicating a positive influence on their learning outcomes.

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