Background. The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Little is known about which game mechanics are most appropriate and effective for learners at different academic levels. Aim. This article examines teacher selection and implementation of game mechanics in 27 courses from middle school to higher education designed with game-based learning. Method. 27 educators participated in an open-ended survey on the design of their course. Measures included an open response survey on patterns and design of game mechanics with results validated through member checking. Results. Findings included different choices of game attritubes and game elements in courses in middle school, high school, and higher education. Teacher selection and inclusion of game mechanics changed over time to better meet the needs of students. Conclusions. The structure of game-based learning at different levels will vary to meet the developmental and academic needs of students, but more work is needed in determining which strategies are most effective for learning.

APPENDIX D. DOCUMENTATION OF HUMAN SUBJECTS APPROVAL 158 BIBLIOGRAPHY 160 vi ACKNOWLEDGEMENTS I would like to take this opportunity to thank all of those who helped and guided me as I conducted research and wrote this thesis. First I would like to thank Courtney for her constant support and patience. I could not have completed this work without her. I would also like to thank my family their support and encouragement. In addition I would like to thank my major professors: Dr. Constance Hargrave and Dr. Eun Jin Bang. I thank Dr. Hargrave for her invaluable guidance, sense of humor, and words of encouragement throughout the completion of this work. I thank Dr. Bang for sharing her science methods course with me and providing guidance regarding the activities and procedures of my study.