Ed.D. Dissertations

Date of Award

10-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Barbara Weshcke, Ph.D.

Content Specialist

Maggie Broderick, Ph.D.

Content Reader

Dennette Foy, Ed.D.

Keywords

habits of mind, gamified learning practices, action research, education, elementary school

Abstract

The development of specific habits and skills is critical to students’ academic success. Costa and Kallick (2008, 2009) created a framework of these habits over their 25 yearslong collaboration called habits of mind. In this framework, Costa and Kallick detail the habits that students need to develop to be successful in school and beyond. An action research study was conducted to determine the influence of gamified learning practices to help students develop habits of mind in elementary students. The study participants were elementary teachers from upper elementary school in a large, suburban school district. Over eight weeks, five participants spiraled through three cycles of action research using Stringer’s (2014) protocol of look, think, act. Using observations, reflection journal, and focus group interviews, data participants explored a connection between specific gamified learning practices and increased development of habits of mind. The results of the study found that the gamified learning practices of avatars, points, leaderboards, and levels helped students develop habits of mind. Specifically, this study and its participants noted a change in habits—such as managing impulsivity, persistence, responding with wonderment and awe, and striving for accuracy—more frequently and with more significant discussion.

Included in

Education Commons

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