Date
8-29-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Christopher Warren Parrish
Keywords
gamification, online learning, asynchronous learning, discussion forums, student engagement, motivation, phenomenology
Disciplines
Education
Recommended Citation
Huntington, Pamela L., "Understanding the Essence of The Experience: A Transcendental Phenomenological Study of Students' Engagement with Gamification in Higher Education Asynchronous Courses" (2025). Doctoral Dissertations and Projects. 7450.
https://digitalcommons.liberty.edu/doctoral/7450
Abstract
The purpose of this transcendental phenomenological study was to describe the nuanced academic lived experiences of students engaging in online asynchronous gamification activities at Central Valley Community College District (CVCCD), a mid-sized community college located in California’s Central Valley. The theory guiding this study is Landers’ theory of gamified learning as it provides a framework for understanding how the intentional integration of game elements, such as points, badges, and leaderboards, can influence learning-related behaviors and attitudes, aligning directly with the study’s focus on how gamification impacts student motivation, engagement, and cognitive experiences in asynchronous online discussions. The central research question guiding this study is: How do higher education students perceive gamification in online asynchronous discussions as it pertains to influencing their engagement and learning processes? This transcendental phenomenological study included a convenience sample of students from three online courses that implemented gamified asynchronous discussions. Data collection included individual interviews, focus groups, and artifact analysis of course materials. Moustakas’ transcendental phenomenological approach was used to analyze the data, incorporating Epoché, horizonalization, and imaginative variation to identify the essence of participants’ shared experiences. Findings revealed that students perceived gamification as a purposeful and engaging instructional strategy that enhanced their motivation, participation, and understanding of course material, particularly when game elements were clearly aligned with learning objectives and supported by visible instructor presence.
