625 and 502

Basic Outline Model (Be sure to list reference/s behind each detail.)

Topic: Effects of Gamification on Elementary Math Students’ Achievement & Motivation

Introduction (Note this will be 1 to 2 paragraphs that grabs the reader’s attention – no need for headings here)

Introduction and definition of gamification as the use of game mechanics in a non-game context. (Jagust, et al., 2018; Nand, et al., 2019; Thongmak, 2019)

Technology and It’s Prevalence in Society (Hsu & Wang, 2018)

Technology in Education: Discussing the stigma, how it is applied at different levels, and the role that it plays in education. (Nand, et al., 2019; Watson-Huggins & Trotman, 2019)

Delimited to studies on gamification in math in elementary and some secondary.

Paper Organization

Behavior: User and game mechanics as variables in the influence of behaviors. (Hsu & Wang, 2018; Watson-Huggins & Trotman, 2019). This is a main heading so will be centered on the page.

Motivation and the Positive Impact of Gamification. (Anunpattana, et al., 2021; Halloluwa, et al., 2018; Sun-Lin & Chiou, 2019; Thongmak, 2019; Watson-Huggins & Trotman, 2019). This is a subheading so will be left aligned. Note if you have an A heading will need a B heading as well.

Engagement: Emotions behind engagement, classroom atmosphere, and the levels of engagement in gamified situations versus traditional methods. (Anunpattana, et al., 2021; Nand, et al., 2019; Thongmak, 2019). This is a subheading so will be left aligned.

Game Design: Constraints, introduction of Flow Theory, and design of questions types. (Hsu & Wang, 2018; Jagust, et al., 2018; Nand, et al., 2019; Sun-Lin & Chiou, 2019; Thongmak, 2019) This is a main heading so will be centered on the page.

Game Features: Indications of needs beyond surface level elements to bring positive outcomes and introduction of taxonomic game-elements. (Jagust, et al., 2018; Sun-Lin & Chiou, 2019; Santos, et al., 2021) This is a subheading so will be left aligned.

Features that Produce Positive Impacts on Players: Acknowledgement that game features alone do not produce results as there are many other factors at play. Feedback, challenge, graphic features, adaptation, time pressure, and reward systems. (Anunpattana, et al., 2021; Halloluwa, et al., 2018; Hsu & Wang, 2018; Jagust, et al., 2018; Nand, et al., 2019; Watson-Huggins & Trotman, 2019). Note if you have a 1 heading under the A, also need a 2 heading under A.

Features that Produce Negative Impacts on Players: Focus on incorrect task attempts increasing during specific game elements. Inappropriate challenge levels can lead to lower performance, motivation, and engagement. (Anunpattana, et al., 2021; Jagust, et al., 2018)

User Type/Player Profiles: The relationship between user orientations, found “rules,” and effects on game design. (Oliveira, et al., 2022; Santos, et al., 2021) This is a subheading so will be left aligned.

Brain Science & Mathematics: Human beings, educational links, and reinforcement. (Nand, et al., 2019; Halloluwa, et al., 2018; Watson-Huggins & Trotman, 2019). This is a main heading so will be centered on the page..

Mathematics Abstraction: The shift from concrete thinking into abstract conceptualization. (Hsu & Wang, 2018; Hulse, et al., 2019) This is a subheading so will be left aligned.

Interventions/Solutions: Decomposition, manipulation of objects, number sense, and repetition leading to transfer and application. (Anunpattana, et al., 2021; Hsu & Wang, 2018; Hulse, et al., 2019; Sun-Lin & Chiou, 2019) This is a subheading so will be left aligned.

Overall Effects and Results – A significant increase. (Thongmak, 2019). This is a main heading so will be centered on the page..

Performance: Increased post-test scores, improvement of performance, and averages of results from studies. (Jagust, et al., 2018; Halloluwa, et al., 2018; Hsu & Wang, 2018; Hulse, et al., 2019; Nand, et al., 2019; Sun-Lin & Chiou, 2019) This is a subheading so will be left aligned.

Engagement: Motivation and engagement increased, students more encouraged to persevere and continue attempts. (Halloluwa, et al., 2018; Hulse, et al., 2019; Nand, et al., 2019; Sun-Lin & Chiou, 2019; Watson-Huggins & Trotman, 2019) This is a subheading so will be left aligned.

Summary, Implications, and Conclusions. This is a main heading so will be centered on the page.

Summary of Parts I-IV. Can include Left aligned subheadings or write as one paragraph.

Implications

Conclusions

References

Anunpattana, P., Khalid, M. N. A., Iida, H., Inchamnan, W. (2021). Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom. Helion, 7, 1-22. https://doi.org/10.1016/j.heliyon.2021.e08637

Halloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P. (2018). Gamification for development: A case of collaborative learning in sri lankan primary schools. Personal & Ubiquitous Computing, 22, 391-407. https://doi.org/10.1007/s00779-017-1073-6

Hsu, C.-C., & Wang, T.-I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121, 73-88. https://doi.org/10.1016/j.compedu.2018.02.002

Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., Ottmar, E. (2019). From here to there! Elementary: A game based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development, 67, 423-444. https://doi.org/10.1007/s11423-019-09653-8

Jagust, T., Boticki, I., So, H.-J. (2018). Examining competitive, collaborative, and adaptive gamification in young learners’ math learning. Computers & Education, 125, 444-457. https://doi.org/10.1016/j.compedu.2018.06.022

Nand, K., Bahhaei, N., Casey, J., Barmuda, B., Mehdipour, F., & Liang, H.-N. (2019). Engaging children with education content via gamification. Smart Learning Environments, 6(6), 1-15. https://doi.org/10.1186/s40561-019-0085-2

Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Springer Open, 16(2), 1-26. https://doi.org/10.1186/s40561-022-00194-x

Santos, A. C. G., Oliveira, W., Hamari, J., Rodrigues, L., Toda, A. M., Palomino, P. T., & Isotani, S. (2021). The relationship between user types and gamification designs. User Modeling and User-Adapted Interaction, 31, 907-940. https://doi.org/10.1007/s11257-021-09300-z

Sun-Lin, H.-Z., & Chiou, G.-F. (2019). Effects of gamified comparison on sixth graders’ algebra word problem solving and learning attitude. Educational Technology and Society, 22(1), 120-130.

Thongmak, M. (2019). The student experience of student-centered learning methods: Comparing gamification and flipped classroom. Education for Information, 35, 99-127. https://doi.org/10.3233/EFI-180189

Watson-Huggins, J. & Trotman, S. (2019). Gamification and motivation to learn math using technology. The Quarterly Review of Distance Education, 20(4), 79-91.

Yiğ, K. G., & Sezgin S. (2021). An exploratory holistic analysis of digital gamification in mathematics education. Journal of Educational Technology & Online Learning, 4(2), 115-136.