Loading...
Gamification of spelling instruction
Wyrick, Jill
Wyrick, Jill
Citations
Altmetric:
Files
Loading...
Wyrick_2024.pdf
Adobe PDF, 24.99 KB
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2024-04-26
Type
Abstract
Genre
Keywords
Subjects (LCSH)
Citation
Wyrick, J. 2024. Gamification of spelling instruction. -- In Proceedings: 20th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
Abstract Student engagement and motivation play a significant role in achievement, and gamebased learning has been shown to increase these factors. With limited time and resources, teachers must use the best pedagogy for spelling instruction. Recognizing the pivotal role of student engagement and motivation in academic achievement, this research is investigating the effectiveness of game-based learning strategies on spelling instruction to determine if employing gamified methods leads to improved student learning and retention compared to non-gamified approaches. Thirteen second and third grade students from a small rural school in Kansas participated in a mixed methodology study. Students were given spelling instruction for four weeks using traditional paper and pencil methods, with no gamification. For four weeks, students were given gamified instruction of spelling words, mostly including online games through a learning website but also including classroom games. Each week, students were given (a) a pretest and posttest to determine the effect of the spelling instruction and (b) a survey determining their motivation to learn the spelling content. At the end of the eight weeks, the quantitative and qualitative data were analyzed to determine the effects of the two approaches to spelling instruction.
Table of Contents
Description
Presented to the 20th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 26, 2024.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
Publisher
Wichita State University
Journal
Book Title
Series
GRASP
v. 20
v. 20