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Gamifying the Classroom: Using Game Theory to Analyze Motivation in the U.S. School System
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Ceulemans, Cedric
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Spring 2020
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2020
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4465_amber.ramirez.pdf
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In 2013 6.8% of people between the ages of sixteen and twenty-four did not have a high school diploma (NCES, 2014). This is a symptom of a larger issue of dropout rates across the United States. As a result, dozens of programs have been put forth as a means to remodel the U.S. school system which has not fundamentally evolved since the industrial revolution. However, none of these programs addressed the issue of student engagement in the U.S. school system (Paige, 2011). Instead, they focused on teacher accountability and the centralization of education. In response to the lack of literature surrounding the subject, this paper examines the role of intrinsic and extrinsic motivators in schools and its impact on students. Specifically, it examines video games and gamification and their effect on students and schools. As a result of the analysis, it was discovered while video games could be effective for some students, schools would receive a better payoff if they also implemented gamification tactics.
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