Analyzing the Effects of Gamified Grading on Student Motivation

• In Event: AERA Poster Session 13
  In Poster Session: Quantitative and Qualitative Approaches to Assess Students' Cognitive Performance

Abstract

Current research in grading practices suggest that there are connections between effective grading practices and students’ motivation. Gamified grading systems that are points-based have the potential to motivate students and foster higher-order thinking. The purpose of this study was to investigate the effects of a points-based system on students’ perceptions of their motivation and their class performance and to compare those results to students in a traditional letter-graded course. Four sections of an undergraduate course served as the participants, two sections had traditional letter grades and two sections had points-based grading applied. The results indicated that participants’ motivation and class performance was largely unchanged by using the points-based system when compared to the traditional letter-grading system.

Authors

• George Zhao, Western Washington University

• Erwin Handoko, University of Houston