Date

6-26-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Eller

Keywords

gamification, cross-disciplinary, higher education, motivation

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to explore and describe the lived experiences of university students as they engaged with gamification strategies in cross-disciplinary higher education programs. By focusing on students' perspectives, this study aimed to uncover how the integration of gamified elements in their coursework influenced engagement, intrinsic motivation, and the development of interdisciplinary competencies. Flow theory guided this study, providing insight into the relationship between motivation, engagement, and optimal learning experiences. The central research question was: What was the cross-disciplinary experiential learning experience of students at Central University? The study employed a qualitative, phenomenological design with a sample of 10 university students from diverse academic disciplines who participated in gamified coursework. Data were collected through observations, semi-structured interviews, and a focus group discussion and analyzed using thematic analysis. The findings revealed four key themes illustrating the impact of gamification on student learning: (1) Interdisciplinary Collaboration and Problem-Solving—Gamification created structured opportunities for teamwork, encouraging students to engage with diverse perspectives and refine their problem-solving approaches in real-world scenarios. (2) Enhanced Critical Thinking and Creativity—Participants reported that gamified learning increased engagement with content, allowing them to experiment, refine ideas, and apply knowledge in innovative ways. Open-ended challenges pushed students to move beyond memorization, emphasizing practical problem-solving. (3) Engagement, Motivation, and Selflessness—Gamification led to higher participation by making learning interactive and rewarding. Over time, students shifted from individual competitiveness to teamwork, emphasizing collective success and knowledge-sharing. (4) Adaptability and Resilience in Learning—Gamified learning environments required students to adjust their strategies, embrace challenges, and view failure as part of the learning process. Students became more confident in handling uncertainty and demonstrated a greater willingness to refine their ideas. The findings suggest that gamification is a valuable educational tool that enhances student engagement, promotes interdisciplinary collaboration, and strengthens problem-solving skills applicable beyond the classroom.

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