Semester of Graduation
Spring 2026
Degree Type
Dissertation
Degree Name
Instructional Technology
Department
Instructional Technology and Innovation
Committee Chair/First Advisor
Matthew L. Wilson
Second Advisor
Ivan Jorrin Abellan
Third Advisor
Yvonne Earnshaw
Abstract
This intrinsic single-case study examines how self-determination theory (SDT) helps interpret an instructor’s perceptions of the challenges and successes of implementing gamification in secondary instruction beyond superficial “pointsification.” Guided by a constructivist worldview, the study investigates three interconnected areas within an upper-level high school science classroom: instructor practices in gamified pedagogy, instructors’ perceptions of how gamified elements influence student motivation through autonomy, competence, and relatedness, and the challenges of sustaining meaningful gamification over time.
Data were collected longitudinally through seven semi-structured interviews conducted approximately every two weeks, supplemented by the researcher's reflexive memo writing and optional, participant-volunteered instructional artifacts. Transcripts and supporting materials were analyzed using iterative qualitative coding and thematic analysis, with SDT serving as an interpretive framework to examine how the instructor described student engagement, ownership, and persistence, as well as design decisions intended to support motivational needs.
Findings describe how the participant developed a coherent gamified system that emphasized goals, teams, and badges, while also navigating tensions related to time demands and the ongoing work required to keep the system meaningful. The study also documents the instructor’s evolving interpretations as SDT language shaped reflection on practice. Implications include practical guidance for designing gamified instruction that supports motivational needs and recommendations for future research on gamified learning environments.