Teachers’ Attitude towards and Actual Use of Gamification

Martí-Parreño, José; Seguí-Mas, Diana; Seguí‐Mas, Elies

doi:10.1016/j.sbspro.2016.07.104

Cited by 105 publications

(75 citation statements)

References 18 publications

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“…In this regard, we could find several studies referring to in-service and pre-service teachers' attitudes towards video games in education [1,2,[36][37][38], and towards gamification in educational settings [39][40][41][42]. In general, research shows that teachers' attitudes towards these approaches are positive.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In fact, as Tejedor and García-Valcárcel [3] said, one of the biggest factors that influences the integration of any pedagogical innovation, new methodology or new technological resource in educational practices, is the attitude of affected teachers. Therefore, it is important to understand teachers' viewpoints on these issues.In this regard, we could find several studies referring to in-service and pre-service teachers' attitudes towards video games in education [1,2,[36][37][38], and towards gamification in educational settings [39][40][41][42]. In general, research shows that teachers' attitudes towards these approaches are positive.This article focuses on collaborative learning with video games; in particular, it reveals the creation and subsequent validation of a Likert-type attitude scale towards collaborative learning with video games, aimed at in-service primary education teachers.…”

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confidence: 99%

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Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

2019

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Students' motivation is a fundamental factor in the educational process, and can be facilitated through new methodologies and technologies, including gamification, video games, collaborative learning, or, in particular, the methodology called "collaborative learning with video games" (which is presented and can be understood as the implementation of educational activities in which students have to work together to achieve a goal, and the main resource of the activity is a video game). However, if teachers themselves are not motivated, or if they lack a positive attitude towards implementing these new methodologies, it will be difficult for students to feel motivated when approaching said resources. Therefore, it is important to know what teachers' attitudes towards them are. The aim of this research is the creation of an attitudes scale towards collaborative learning with video games, aimed at in-service primary school teachers. Different methodological steps were followed that made its construction possible, such as the analysis of items and the verification of their reliability, resulting in a rigorous attitudes scale of 33 items, with a reliability of α = 0.947. This implies that the measurement instrument is validated and allows one to know the attitudes of in-service primary school teachers towards a new methodology related to the implementation of video games in education.Informatics 2019, 6, 30 2 of 13 learning gains and teachers' attitudes. A description of the study is presented in the following sections, including the methodology used and the results related to the creation of the instrument. Finally, the conclusions are addressed. Theoretical FrameworkStudent motivation is a key factor for their learning, as indicated by various studies [4][5][6]. In fact, the implementation of gamification and video games in education has improved motivation for primary education students [7][8][9], secondary education students [10-12] and even higher education students [13][14][15][16]. In the same way, the implementation of collaborative learning methodologies has also contributed to students' motivation [6,17,18].Furthermore, gamification and video games in education also enable learning gains for students in terms of knowledge, skills and attitudes, for different education system stages, including primary education [19][20][21], secondary education [22][23][24] and higher education [16,25,26]. At the same time, the implementation of collaborative learning methodologies also contributes to student learning [17,[27][28][29].This motivated us to create a methodology called "collaborative learning with video games", which brings together, in a single methodology, the advantages and criteria of implementing video games and collaborative learning in education. In that sense, it can be understood as the implementation of educational activities in which students have to work together, sharing responsibilities to achieve a goal (for instance, to do a task, to do a project, to complete a chart, to create a digital presentat...

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Section: Theoretical Frameworkmentioning

confidence: 99%

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confidence: 99%

Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games

2019

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“…The competition, progress and success of the experience can be really motivating factors even in higher education. It is important that the players themselves can form opinions about issues raised during the play and receive problem solving help if necessary (Martí-Parreño et al, 2016). The concept itself is not yet proven, it can only be delimited depending on the application.…”

Section: Gamificationmentioning

confidence: 99%

“…The gamification is an innovative and impressive methodology to motivate students and help their learning process and comprehends. Although gamification presents good results in education, effective use of this method is still a neglected area of research (Martí-Parreño et al, 2016). So the methods of online learning are more and more popular, and therefore play an increasingly…”

Section: Introductionmentioning

confidence: 99%

Development of Farm simulation application, an example for gamification in higher education

Salais

Kovács²,

Nagy³

et al. 2017

JAI

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A B S T R A C TOnline applications and games are related to continuous innovation, technical and technological advances in last decades. Our digital society based on technological advancements, because changing consumer requirements need quick and new solutions in the field of technology. We created an online farm simulation application which is called Crownking. The program is based on PHP language and has a MySQL database. The game has great similarity to real life because it has factors which can directly affect the growth of the crops, such as weather, soil quality, soil maintain and the player's profession. Our main goal is help students in learning with the help of gamification, and, moreover to introduce the agriculture to the young generation, and give some spirit about farmer's life.

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“…This refers to business, government structures, representatives of the education sector (Alvarez et al, 2017, Miguel et al, 2017, Rogach et al, 2017. Age and gender specificities of gaming are studied (Marti-Parreno et al, 2016), security and confidentiality (Baxter et al, 2016), cognitive learning (Lumsden et al, 2016). Game methods are considered when forming a youth policy (Vinichenko et al, 2017).…”

Section: Introductionmentioning

confidence: 99%