|Institution:||Colorado State University – Pueblo|
|Keywords:||Gamification; Accrual grading; Freedom to fail; College students – Identity; College students' writings, American; Simulation games in education|
|Full text PDF:||http://hdl.handle.net/10217/172967|
First year writing students often do not see themselves as academic writers. This lack of an academic writer’s identity can lead to several issues for students, including the dependence on mimicking other's works rather than creating and developing their own identity, fear of failure, and a lack of confidence as an academic writer. A writer’s identity would give the student the ability to think and respond analytically, using evidential proof to effectively make a claim and argument (Bird 80). If students are led to creating academic writer’s identities, these identities have the potential to empower them to become better writers on their own without imitation and mimicry, without the fear of failure hindering their learning process, and without these obstacles in their way, students can gain and build their confidence as writers. A possible solution to help students develop a writer’s identity is gamification which is the use of game elements (e.g., levels, time constraints, limited resources, badges, clear goals, leader boards) within the nongame environment of a classroom. I argue in this thesis that using gamification in a composition class may help students to create an academic writer’s identity, which will allow them to hone their craft while giving them confidence within the academic setting. By using research from teachers and scholars who work with identity and gamification (Bird 2013; Brooke 1988; Deterding 2011, 2013; Dicheva et al. 2015; Dominguez et al. 2013; Gee 2007; Graham 1999; Osman 2015; Seaborn and Fels 2014; Shaffer 2012; Williams 2006), I will contend that gamification has the potential to assist students to create an academic writer’s identity, allowing students to see themselves as academic writers. To make this argument, I will provide both examples of elements that may be found in a gamified classroom design and potential ways to implement game elements successfully into a writing course in order to help students create and manage their writer’s identity. Advisors/Committee Members: Gage, Scott (advisor), Souder, Donna (committee member), Massey, Margie (committee member).