Date of Award

Winter 1-10-2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Carol Wade

Abstract

From an urban high school in upstate New York, gamification was introduced through coding to teach an Algebra I unit. The Value Instrumentality Expectancy (VIE) Theory was used to measure motivation to determine if learning coding by gamifying a unit and applying it in the computer lab motivated students to learn Algebra I content. There was a significant increase in each motivational construct. This implies that if teachers dedicate themselves to learn coding and the pedagogical knowledge needed to teach a gamified unit, then there can be an increase in motivation to learn Algebra I content.

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