|TITLE:||GAMEIFICATION IN COLLEGE ALGEBRA|
|PRINCIPLE INVESTIGATOR:||WATERS, GAVIN|
|OTHER INVESTIGATORS:||STEVEN KLASSENRNCSMP, MWSURNKAYLA WATERSRNWASHBURN UNIVERSITY|
File Created: October 22, 2013|
Department Chair Action Date: October 22, 2013
Current Status: Expired. Final Status Report or Extension Needed.
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSEThe purpose of this study is to use a random assignment, control group design to compare the impact of gamified vs. standard homework on student persistence and achievement in college Algebra classes. This is a follow-on from a previous study, which resulted in very compelling statistically significant results.
STATEMENT OF RESEARCH METHODOLOGYFifty percent of the students in each class will be randomly assigned to either the standard delivery system (control group) or the gamified Mathchievement system. The two different homework sets are precisely the same in terms of content and order of questions that are asked, possible credit for each problem, and overall appearance of questions. The gamified assignments differ only in that they offer additional positive reinforcement to students.
ANTICIPATED RISKS AND BENEFITSThe Mathchievement gamification of online homework has shown promise in a survey-based pilot study, but more rigorous evaluation is needed. The present study uses uses random assignment to a control group and statistical analysis to better understand the effects of the program. WeBWorKs and Mathchievement are both open source programs that can both be accessed at no cost to high schools and universities (except for the time it takes for instructors to choose homework problems that suit their syllabus). If a positive impact is identified, then students and educators will benefit from having a free and easy-to-implement tool available to support success in math classes.
SUBJECT SELECTIONStudents will be recruited from four separate college Algebra courses at Missouri Western State University. Two classes are taught by investigator G. Waters, and the other by F. Wainright. All students in both classes will be invited by their instructor to join the study and given the opportunity to consent or refuse with the attached consent form. All students in the four classes will be required to complete class homework in order to earn course credit, but only those who consent to participate in the study will have their classroom performance data included in analyses for research purposes.
CONFIDENTIALITYFor those who consent to participate, we are requesting access to transcripts to gather data on previous math performance (grades in previous math classes, standardized math test scores). At the end of the semeter, we will statistically examine differences between the two groups in terms of homework scores, final exam scores, and indicators of homework persistence (provided by the WeBWorK program). Potential moderating effects of gender and previous math achievement will also be statistically investigated.
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