Document Type
Article
Publication Date
Spring 2025
Abstract
Many middle school students struggle with low motivation and disengagement, particularly in STEAM classrooms where creativity, persistence, and collaboration are essential. Gamification using game design elements like challenges, points, and badges in a learning context has emerged as a promising strategy to increase student motivation and academic engagement. This action research project explored how intentional gamified instruction impacts student motivation, engagement, and performance in a middle school STEAM class. Using a mixed-methods approach, the teacher-researcher collected data through pre- and post-surveys, student work samples, classroom observations, and weekly reflective journal entries. The results indicated a positive correlation between gamification and increased assignment completion, creativity, and student participation. Survey data showed a 14% increase in students who “strongly agreed” that games made them more motivated to participate. In addition, 67% of students reported preferring collaborative over competitive tasks. Journal reflections documented increased student autonomy, peer collaboration, and a more joyful learning atmosphere. These findings suggest that gamified learning environments that emphasize student voice, effort-based rewards, and teamwork can foster both intrinsic motivation and improved academic performance. Further research is recommended to examine long-term impacts and broader application across other subject areas.