Teaching American Political Development through a Fantasy Sports Draft
DOI:
https://doi.org/10.47611/jsrhs.v13i3.7356Keywords:
Gamification, Fantasy draft, Education, Learner-centricAbstract
As student engagement has been down because of increased phone use, finding a way to increase student engagement is paramount to teaching the next generation of students. One way to do engage students is through gamification or introducing games into classes to teach students. While gamification has been used successfully in the past, there has not been a study examining the effect of a fantasy-sports model on student engagement. This study aimed to close that gap by introducing a fantasy-sports draft to teach students US presidents. Surveys, teacher interviews, and classroom observations were used to conduct this study and determine the effect of a fantasy-sports draft on student engagement. Results of this study show that a fantasy sports model does increase student engagement for both students who have not been exposed to a fantasy sport before and for students who regularly play fantasy sports. Implications include adding to the literature of learner-centric as opposed to teacher-centric classrooms and filling a gap in the literature.
Downloads
References or Bibliography
Barr, J. (2006, November 29). Fantasy football adds up for students. ESPN. Retrieved November 1, 2023, from https://www.espn.com/espn/news/story?id=2680335
Bernik, A., Bubaš, G., & Radošević, D. (2015). A pilot study of the influence of gamification on the effectiveness of an e-Learning Course. In 26th Central European Conference on Information and Intelligent Systems (CECIIS 2015). (pp. 73–79). Varazdin: Faculty of Organization and Informatics.
Bridge, D. (2015). Fantasy presidents: A game that makes research more exciting. PS: Political Science & Politics, 48(04), 621-625. https://doi.org/10.1017/s1049096515000876
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages*. Research in Higher Education, 47(1), 1-32. https://doi.org/10.1007/s11162-005-8150-9
Chen, C.-C., Huang, C., Gribbins, M., & Swan, K. (2018). Gamify online courses with tools built into your learning management system (LMS) to enhance self-determined and active learning. Online Learning, 22(3), 41-54. https://doi.org/10.24059/olj.v22i3.1466
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5
Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2015). From gamification to gameful design and gameful experience in learning. Cybernetics and Information Technologies, 14(4), 80-100. https://doi.org/10.1515/cait-2014-0007
Dickey, M. D. (2013). K-12 teachers encounter digital games: A qualitative investigation of teachers' perceptions of the potential of digital games for k-12 education. Interactive Learning Environments, 23(4), 485-495. https://doi.org/10.1080/10494820.2013.788036
Dixson, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4). https://doi.org/10.24059/olj.v19i4.561
Galiç, S., & Yıldız, B. (2023). The effects of activities enriched with game elements in mathematics lessons. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 67-80. https://doi.org/10.24310/innoeduca.2023.v9i1.15396
Gerber, H. R. (2014). Problems and possibilities of gamifying learning: A conceptual review. Journal of Online Learning Research and Practice, 3(2), 46-54. https://jolrap.scholasticahq.com/article/26914-problems-and-possibilities-of-gamifying-learning-a-conceptual-review
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hodges, L. C. (2018). Contemporary issues in group learning in undergraduate science classrooms: A perspective from student engagement. CBE—Life Sciences Education, 17(2), es3. https://doi.org/10.1187/cbe.17-11-0239
Industry demographics. (n.d.). Fantasy Sports & Gaming Association. Retrieved April 21, 2024, from https://thefsga.org/industry-demographics/
Mee, R. W. M., Rao, Y. S., Pek, L. S., Ghani, K. A., Von, W. Y., Ismail, M. R., & Shahdan, T. S. T. (2022). Gamifying education for classroom engagement in primary schools. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1360. https://doi.org/10.11591/ijere.v11i3.21918
Metwally, A. H. S., Chang, M., Wang, Y., & Yousef, A. M. F. (2021). Does gamifying homework influence performance and perceived gameful experience? Sustainability, 13(9), 4829. https://doi.org/10.3390/su13094829
Nelson, E., & The Learning Network. (2017, August 22). Borrowing from fantasy sports to teach current events and geography. The New York Times. Retrieved September 23, 2023, from https://www.nytimes.com/2017/08/22/learning/lesson-plans/reader-idea-borrowing-from-fantasy-sports-to-teach-current-events-and-geography.html
Pettit, R. K., McCoy, L., Kinney, M., & Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0373-7
Quickfacts - Washington, Kirkland city, Washington. (n.d.). US Census Bureau. Retrieved March 22, 2024, from https://www.census.gov/quickfacts/fact/table/WA,kirklandcitywashington/PST045223
Radesky, J. S., Weeks, H. M., Schaller, A., Robb, M. B., Mann, S., & Lenhart, A. (2023, September 26). Constant companion: A week in the life of a young person's smartphone use (C. Dare & J. Robb, Eds.). Common Sense. https://www.commonsensemedia.org/research/constant-companion-a-week-in-the-life-of-a-young-persons-smartphone-use
Sverdvik, S., & Hvidsten, N. H. (2013). Gamifying schools: Utilising game concepts to enhance learning [Doctoral dissertation, Norwegian University of Science and Technology]. Norwegian University of Science and Technology. http://hdl.handle.net/11250/253620
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466-474. https://doi.org/10.1016/j.compedu.2010.09.007
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal. aabri.com/manuscripts/11834.pdf
Woo, C. W., & Davis, M. K. (2015). The fantasy of learning: Fantasy football in a sports public relations course. Sport Management Education Journal, 9(2), 113-123. https://doi.org/10.1123/smej.2015-0005
YÜrÜk, N. (2019). Edutainment: Using kahoot! As A review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518
Published
How to Cite
Issue
Section
Copyright (c) 2024 Zachary McKay; Jill Berge
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright holder(s) granted JSR a perpetual, non-exclusive license to distriute & display this article.
