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The Influence Of Gamification On Fifth- And Sixth-Grade Math Test Scores
Dissertation   Open access

The Influence Of Gamification On Fifth- And Sixth-Grade Math Test Scores

Michael Glen Carmine
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2024

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Abstract

In this quantitative correlational study, I examined the relationship between game elements (i.e., points, badges, challenges, leaderboards, leveling up, and status indicators) used in Math Fluintcy™ to Standardized Testing and Reporting (STAR) Math benchmarking test scores in a school district in the South-Central United States. Through the study, I aimed to examine the variables influencing student motivation and engagement. I applied Bloom’s (1968) learning for mastery model, which involves aptitude, the ability to comprehend instruction, and perseverance. I aligned aptitude, the ability to comprehend instruction, and perseverance with the game elements of mastery tracking level based on a 100-point system, total number of correct answers by mathematics level, total engagement time, and badge level, respectively. A quantitative correlation helped to analyze the secondary participants’ data (n = 22). Three significant results of my research were mastery tracking level (r = .486, p = .011), total number correct (r = .545, p = .004), and badge level (r = .867, p = .000). The results for total engagement time showed a significant positive correlation; however, insufficient evidence existed to reject the null hypothesis. Future researchers could use a larger sample size to understand how engagement time improves mathematics benchmarking test scores.
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