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

Authors

  • Nežka Sajinčič InnoRenew CoE, Livade 6, 6310 Izola, Slovenia https://orcid.org/0000-0003-2282-2622
  • Anna Sandak InnoRenew CoE, Livade 6, 6310 Izola, Slovenia Faculty of Mathematics, Natural Sciences and Information Technologies, University of Primorska, Glagoljaška ulica 8, 6000 Koper, Slovenia https://orcid.org/0000-0002-2515-0991
  • Andreja Istenič Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia Faculty of Civil and Geodetic Engineering, University of Ljubljana, Jamova cesta 2, 1000 Ljubljana, Slovenia Department of Psychology and Education, Kazan Federal University, 1 Mezhlauk St., Kazan, 420021, Russia https://orcid.org/0000-0003-0513-5054

DOI:

https://doi.org/10.3991/ijet.v17i03.26761

Keywords:

attitude, behavioral intention, educational games, experience, game mechanics, gamification, knowledge, openness, personality, teacher

Abstract


Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.
Cover ijET Vol. 17 No. 03 (2022)

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Published

2022-02-18

How to Cite

Sajinčič, N., Sandak, A., & Istenič, A. (2022). Pre-Service and In-Service Teachers’ Views on Gamification. International Journal of Emerging Technologies in Learning (iJET), 17(03), pp. 83–103. https://doi.org/10.3991/ijet.v17i03.26761

Issue

Vol. 17 No. 03 (2022)

Section

Papers

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Copyright (c) 2022 Nežka Sajinčič, Anna Sandak, Andreja Istenič

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