Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Kathleen Wallace, Ed.D.
2nd Reader
Steven Michels, Ph.D.
3rd Reader
Kristina Harvey, Ph.D.
Abstract
This mixed-methods Improvement Science Dissertation in Practice explored the impact of a six-week professional learning series on the Video Game Model (VGM) on classroom climate in a high-achieving high school. The study measured teacher perceptions of the VGM on student achievement goal orientation, student engagement, and teacher well-being. Using the VGM framework rooted in the neuroscience of motivation, the change idea included six high school English teachers attending focus groups and implementing five VGM lessons. In this convergent mixed-methods study, the researcher merged quantitative data from pre-test and post-test teacher questionnaires with qualitative data from focus group field notes, exit tickets, weekly journal entries, and final reflection forms. Quantitative results did not reveal a statistically significant impact of the VGM on achievement goal orientation, student engagement, or teacher well-being (p > .05); however, two indicators—Stress: Meeting Diverse Learning Needs (g = -0.73) and Performance-Avoidance (g = 0.53)—showed medium effect sizes with wide, uncertain confidence intervals, indicating more evidence is needed before rejecting the results, and a meaningful change cannot be ruled out. Qualitative findings revealed mastery-oriented classrooms with enthusiastic, engaged students focused on self-improvement, progress, and learning rather than performance. Teachers also reported enthusiasm for VGM resources, student engagement, student improvement, and student enthusiasm about learning, while also noting the strain of providing high-quality, timely feedback for each student. Overall, this study demonstrates that mastery-oriented classroom structures can foster meaningful changes in classroom climate, encourage students to focus on the process rather than the product, sustain engagement, and bring teachers joy.
Recommended Citation
McLachlan III, W.M. (2026). Exploring the impact of the video game model on classroom climate in a high-achieving high school [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/80/
Creative Commons License
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education.