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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices

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Title: Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices
Language: English
Authors: López Carrillo, Dolores, Calonge García, Amelia, Rodríguez Laguna, Teresa, Ros Magán, Germán, Lebrón Moreno, José Alberto
Source: Electronic Journal of e-Learning. 2019 17(2):93-106.
Availability: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: http://www.ejel.org/main.html
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Teaching Methods, Instructional Innovation, Educational Games, Scientific Attitudes, Negative Attitudes, Science Education, Teacher Education Programs, Elementary School Teachers, Pretests Posttests, Student Motivation, Science Laboratories, Foreign Countries, Self Concept, Student Attitudes, Video Games, Role Playing
Geographic Terms: Spain
ISSN: 1479-4403
Abstract: Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students) and 2018/2019 (6 groups, 183 students). The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude; and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220168
Database: ERIC
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  Data: Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices
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  Data: Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students) and 2018/2019 (6 groups, 183 students). The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude; and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.
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    Languages:
      – Text: English
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        PageCount: 14
        StartPage: 93
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Scientific Attitudes
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Science Laboratories
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Video Games
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      – SubjectFull: Role Playing
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      – SubjectFull: Spain
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      – TitleFull: Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices
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