It's a Winning Condition! Examining the Impact of Meaningful Gamification with Preservice Teachers.
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| Title: | It's a Winning Condition! Examining the Impact of Meaningful Gamification with Preservice Teachers. |
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| Authors: | Kingsley, Tara1 (AUTHOR), Grabner-Hagen, Melissa M.2 (AUTHOR) |
| Source: | College Teaching. Oct-Dec2023, Vol. 71 Issue 4, p260-272. 13p. 1 Color Photograph, 5 Charts, 4 Graphs. |
| Subject Terms: | *Student teachers, *Gamification, *Mastery learning, *Art teachers, *Teacher education, *Language teachers |
| Abstract: | Meaningful gamification is the use of game elements and play to build engagement and help learners find personal connections in real-world settings. This study examined the impact of meaningful gamification design on preservice teachers' perceptions, performance, and motivation levels within a gamified lesson planning unit. Participants were enrolled in a language arts teacher preparation course at a regional campus over five semesters. Results show meaningful gamification incorporating mastery learning and leveled curriculum created a learning condition where preservice teachers surpassed expectations and felt intrinsically motivated. Challenges to gamification included waiting on feedback and learning within a new format. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Meaningful gamification is the use of game elements and play to build engagement and help learners find personal connections in real-world settings. This study examined the impact of meaningful gamification design on preservice teachers' perceptions, performance, and motivation levels within a gamified lesson planning unit. Participants were enrolled in a language arts teacher preparation course at a regional campus over five semesters. Results show meaningful gamification incorporating mastery learning and leveled curriculum created a learning condition where preservice teachers surpassed expectations and felt intrinsically motivated. Challenges to gamification included waiting on feedback and learning within a new format. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87567555 |
| DOI: | 10.1080/87567555.2021.2019665 |
