Gamification Through Algebraic Coding

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.