Pre-Service and In-Service Teachers’ Views on Gamification

Nežka Sajinčič,Andreja Istenič,Anna Sandak

doi:10.3991/ijet.v17i03.26761

Abstract

Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.

Highlights

The staggering success of the gaming industry has left practitioners and researchers wondering if the engaging nature of game playing can be harnessed for more productive purposes, such as facilitating learning
This article focuses on a surprisingly overlooked subsection of gamification users – teachers. As students perceive their teachers to be their role models when introducing new approaches and information-communication technology (ICT) tools [5], we looked at educators from various levels and their characteristics, attitudes, and practices related to gamification use in education
While respondents were presented with a description and examples of gamification use afterward, we cannot be certain whether teachers had gamification or games in mind when filling the rest of the questionnaire

Summary

Introduction

The staggering success of the gaming industry has left practitioners and researchers wondering if the engaging nature of game playing can be harnessed for more productive purposes, such as facilitating learning. Years of research on technology acceptance have shown the leading role of personal characteristics in predicting the adoption of pedagogical innovations [3], [4]. For this reason, this article focuses on a surprisingly overlooked subsection of gamification users – teachers. This article focuses on a surprisingly overlooked subsection of gamification users – teachers As students perceive their teachers to be their role models when introducing new approaches and ICT tools [5], we looked at educators from various levels and their characteristics, attitudes, and practices related to gamification use in education

Objectives

Methods

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Discussion

Conclusion