Gamification in initial teacher training to promote inclusive practices: a qualitative study
Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmenta...
| Main Authors: | , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2022
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/13911 |
| _version_ | 1789406532087054336 |
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| author | Manzano León, Ana Aguilar Parra, José Manuel Rodríguez-Moreno, Javier Ortiz-Colón, Ana María |
| author_facet | Manzano León, Ana Aguilar Parra, José Manuel Rodríguez-Moreno, Javier Ortiz-Colón, Ana María |
| author_sort | Manzano León, Ana |
| collection | DSpace |
| description | Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-13911 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2022 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-139112023-04-12T19:43:44Z Gamification in initial teacher training to promote inclusive practices: a qualitative study Manzano León, Ana Aguilar Parra, José Manuel Rodríguez-Moreno, Javier Ortiz-Colón, Ana María educational innovation gamification higher education qualitative study Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching. 2022-07-25T09:47:17Z 2022-07-25T09:47:17Z 2022-06-29 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/13911 10.3390/ijerph19138000 en https://www.mdpi.com/1660-4601/19/13/8000 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | educational innovation gamification higher education qualitative study Manzano León, Ana Aguilar Parra, José Manuel Rodríguez-Moreno, Javier Ortiz-Colón, Ana María Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title | Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title_full | Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title_fullStr | Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title_full_unstemmed | Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title_short | Gamification in initial teacher training to promote inclusive practices: a qualitative study |
| title_sort | gamification in initial teacher training to promote inclusive practices: a qualitative study |
| topic | educational innovation gamification higher education qualitative study |
| url | http://hdl.handle.net/10835/13911 |
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