Project-based learning and gamification as learning strategies in physical education teacher training
DOI:
https://doi.org/10.47197/retos.v60.107939Keywords:
Centro de enseñanza, aprendizaje, innovación pedagógica, método de enseñanzaAbstract
The present study used a qualitative phenomenological methodology and its objective was to analyze the professional reflection narrated by a group of Physical Education students after the development of an educational innovation proposal based on project-based learning (PBL) and educational gamification. Thirty Chilean Physical Education students between the ages of 22 and 24 years old participated, of which 8 were women and 22 were men; 7 work groups were formed with the total number of students. The groups developed active displacement routes where they monitored the intensity of the routes with mobile devices such as Apple Watch®, Smartwatch® and cell phones, infographics were developed with PREZI®, POWERPOINT® and CANVA®, for the development of the gamification proposals the KAHOOT® application was used. The results of the reflection were analyzed with ATLASti® software. In total, seven active routes, 16 infographics and six gamification proposals for learning were developed. The results derived from the individual reflections showed that the students obtained a deep reflective learning in the integrated use of the strategies since they allowed deepening in the areas of Educational and Methodological Approach, Teacher Training, Context and Environment. It is concluded that the synergy between project-based learning (PBL) and gamification allows the development of deep learning and offers a promising outlook for educational improvement favoring learning and acquisition of competencies in future Physical Education teachers, these strategies allow the generation of educational innovations in a real educational context.
Keywords: Teaching center; learning; pedagogical innovation; teaching method; teaching methods
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