Gamification in the initial teacher training of physical education students: a case study
DOI:
https://doi.org/10.47197/retos.v61.108822Keywords:
gamified classroom, teacher training, higher education, motivation, participation, gamifyAbstract
The present research aims to examine the effects of gamified experiences in IDF, specifically, the case of gamification through the Kahoot tool in classes of the subject Epistemology of Physical Education taught to students studying Physical Education Pedagogy at a Chilean university. This research adopts an interpretative approach and is based on a qualitative educational research methodology; with a qualitative case study design; the participants are 26 Physical Education Pedagogy students from a university in Santiago de Chile. Their ages ranged from 19 to 23 years old. The information was collected through focus groups and analyzed by means of Grounded Theory. The results are presented in three categories: Motivation, Learning; Social Interaction. As conclusions, we observed that regardless of the platform, the gamification that achieves the fun of the participants allows to improve motivation and participation. The rewards given in gamified activities should be for all participants who achieve achievements, with a positive relationship approach, thus avoiding the frustration of those who do not achieve rewards. Finally, we found that a mixed approach (traditional-gamification) presents an effective means to maintain interest, motivation and learning effectiveness without saturating participants with only one way of teaching-learning.
Keywords: gamified classroom, teacher training, higher education, motivation, participation, gamify.
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