Role of gamification in classroom teaching: Pre-service teachers’ view

Abstract

Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.

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

“…Attitude has been recognized as an important variable in adopting gamification in education as well. Notably, studies have been focusing mainly on the students' point of view (e.g., [20]- [23]), neglecting the role of teachers as designers of instruction until recently. While there is a number of studies examining the attitude of teachers towards game-based learning (e.g., [24]- [26]), research on teacher attitudes towards gamified education without using games is less common, is usually explorative, and focuses on teachers from a singular educational level.…”

Readiness in using online interactive platforms for remote teaching

“…All of the respondents in this study reported that they preferred blended learning by combining classroom teaching with online learning. The blended learning concept includes a framing teaching-learning process that incorporates face-to-face, and teaching supported by ICT [31], [32].…”

Towards the development of motivation through gamification

“…On the contrary, studies by Mee Mee et al (2020), Yasar et al (2020, Aras and Ciftci (2021) and Villarroel et al (2021) pointed out that gamification is not significantly related to improve motivation, because its use could increase anxiety and jealousy among students, besides teachers are just using some digital tools in a forced way due to the context of the COVID-19 pandemic.…”

“…On the other hand Sainz deAbajo et al (2019) in its comparative analysis carried out in Spain pointed out that the game is a social process that improves motivation and promotes learning, being the incentives that improve motivation, participation, high acceptance and satisfaction among students. In the case of the study presented, the positive and effective impact on motivation is evidenced because the tools used such as kahoot, quizizz and socrative allow the student to participate in the game oriented to problem solving that involves overcoming obstacles and using corrective feedback from the teacher, thus involving the motivational design ARCS of Keller.On the other hand the inquiry ofMee Mee et al (2020) quantitative study conducted in Malaysia and those of Yaşar et al (2020) found frequent problems such as increased anxiety and setbacks in those who failed to receive rewards, as supported by their quasiexperimental study Aras & Çiftçi (2021) in their quasi-experiemtal study in Turkey who used the Instructional Materials Motivation Scale (IMMS) developed by Keller to measure students' motivation in relation to the materials used in teaching, they found a mean IMMS score of 126.28± 16.88 so they determined that there was no statistically Cornejo-Torres y otros Ciencia Latina Revista Científica Multidisciplinar, Ciudad de México, México. ISN 2707-2207/ISSN 2707-2215 (en línea), enero-febrero, 2023, Volumen 7, Número 1 p 3967…”