Classcraft is paving the way for happy, engaged, motivated students
Research shows that Classcraft has a positive impact on student motivation and engagement, academic performance, school attendance, and classroom culture.
“… the teacher marked increased motivation and deeper interest in class work. Pupils tend to show more participative behavior, in every dimension of the class: to answer questions and to work in class. They want to claim points.”
“... a female student who generally was the shyest in the class became a leader. She swapped roles with a male learner who in 9 out of 10 activities used to be a man in charge. Moreover, he spotlighted her strengths —organizational skills, reflective nature, and being knowledgeable. The final products are just outstanding.”
“Students stuck to the rules and performed better than in the first term. The whole class average at the end of the school year 2014/2015 was 5,4 (first term: 4,98) and was the best at school, with the highest average 5,93 and the lowest 4,87 from all of the subjects. … Grade 7 has become a team …. who shares a role in group work.”
In the group using Classcraft, 3 times less students reported being bored in class, versus the control group. 50% more students expressed an interest in subject matter.
“Classcraft is a motivating element of almost all students, improving their academic performance, creating a good working atmosphere in the classroom free of disruptive moments, and encouraging collaborative work among students, it is considered a positive tool for the attention to diversity.”
Video game players, regardless of gender, reported higher levels of family closeness, activity involvement, attachment to school, and positive mental health. Video game players also had less risky friendship networks and a more favorable self-concept.
Successful classroom management helps teachers be more effective
Classcraft streamlines classroom management, which is a huge pain point for teachers and a key factor in students' academic and social success.
“Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement.”
“... on average, teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year's time than did teachers who did not have high-quality relationships with their students.”
“In a national sample of 148,189 sixth to twelfth graders, only 29% to 45% of surveyed students reported that they had social competencies such as empathy, decision making, and conflict resolution skills; and only 29% indicated that their school provided a caring, encouraging environment.”
“... SEL programs are associated with positive results such as improved attitudes about the self and others, increased prosocial behavior, lower levels of problem behaviors and emotional distress, and improved academic performance.”
Personalized learning helps students learn in a way that's meaningful to them and can lead to better academic results.
“... students in the study made gains in math and English language arts that were significantly greater than their peers in other school. Importantly, average performance of students in the study’s schools were below the national averages for their starting grade, and above the national averages for their ending grade two years later.”
“Neuroscience indicates there is greater variation among female brains (or among male brains) than there is between male and female brains; therefore, teachers are better off differentiating instruction according to the particular strengths and needs of the entire class population than differentiating by gender.”