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Though many studies suggest the positive effects of gamification on participants’ learning and motivation, limited research has examined the basic psychological needs satisfaction in gamified learning. Based on self-determination theory (SDT), this study examined students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness in a gamified math practice. The results showed that students had varied degree of needs satisfaction in perceived competence, perceived autonomy, and perceived relatedness. The implications and significance of the study provide practical teaching implementation suggestions and research insights for gamification research. 

In this study, two universities created and implemented a student-centered graduate student instructor observation protocol (GSIOP) and a post-observational Red-Yellow-Green feedback structure (RYG feedback). The GSIOP and RYG feedback was used with novice mathematics graduate student instructors (GSIs) by experienced GSIs through a peer-mentorship program. Ten trained mentor GSIs observed novice GSIs, completed a GSIOP, and provided RYG feedback as part of an observation-feedback cycle. This generated 50 semester-long data sets of three observation-feedback cycles of novice GSIs. Analyzing these 50 semester-long data sets helped identify how certain feedback influenced GSIOP scores. 

In this study, two universities created and implemented a student-centered graduate student instructor observation protocol (GSIOP) and a post-observational Red-Yellow-Green feedback structure (RYG feedback). The GSIOP and RYG feedback was used with novice graduate student instructors (GSIs) by experienced GSIs through a peer-mentorship program. Ten trained mentor GSIs completed 50 sets of three observations of novice GSIs. Analyzing 151 GSIOPs and 151 RYG feedback meetings longitudinally provided insight to identify what types of feedback informed and influenced GSIOP scores. After qualitatively coding feedback along multiple dimensions, we found certain forms of feedback were more influential for GSI development than others with respect to change in GSIOP score. Our results indicate contextually-specific feedback leads to more observed changes and improvement across multiple observations than decontextualized feedback. 

The response of mangroves to high rates of relative sea level rise (RSLR) is poorly understood. We explore the limits of mangrove vertical accretion to sustained periods of RSLR in the final stages of deglaciation. The timing of initiation and rate of mangrove vertical accretion were compared with independently modeled rates of RSLR for 78 locations. Mangrove forests expanded between 9800 and 7500 years ago, vertically accreting thick sequences of organic sediments at a rate principally driven by the rate of RSLR, representing an important carbon sink. We found it very likely (>90% probability) that mangroves were unable to initiate sustained accretion when RSLR rates exceeded 6.1 millimeters per year. This threshold is likely to be surpassed on tropical coastlines within 30 years under high-emissions scenarios.