A Case Study Exploring Implementation of Gamified Adaptive Learning Technology as a Response to Instruction and Intervention (RtI²) Strategy in Elementary Mathematics Education

The purpose of this single instrumental case study was to understand educators’ implementation of gamified adaptive learning programs in mathematics education as an intervention (RtI²) strategy for public elementary (K-5) teachers in a rural city school district in the Western United States. The study's central research question explored how educators implemented gamified adaptive learning technology as an intervention (RtI²) strategy in public elementary mathematics education. A single instrumental case study design was used for this study to illicit implementation strategies while uncovering successes, challenges, and barriers for in-service public elementary school educators. Data were collected from twelve participants through individual interviews, focus group interviews, and classroom observations to achieve triangulation. Data collected in the study were analyzed through in vivo and descriptive coding, axial coding, categorical theming and synthesis, and reporting on themes that emerged from the data. Several unique findings emerged. Participants pointed to multiple implementation strategies, including use for progress monitoring, differentiating instruction, and as a “time filler.” External and internal barriers to implementation came to light through the data and analysis, including time, student engagement and physical limitations, participant TPACK, and level of training on effective implementation of the programs. Additionally, frustrations with district policy and beliefs in the superiority of humans for interventions were presented. Implications for policy and practice are discussed, and recommendations for future research are made.