Teachers' beliefs about gamification and competencies development: A concept mapping approach

Despite an increasing academic attention towards both gamification and competencies-based education, little is known about Higher Education teachers' beliefs regarding the use of gamification to develop students' competencies. To fill this research gap, concept mapping was used to cluster...

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Bibliographic Details
Published in:Innovations in education and teaching international 2021-01, Vol.58 (1), p.84-94
Main Authors: Martí-Parreño, José, Galbis-Córdova, Amparo, Currás-Pérez, Rafael
Format: Article
Language:English
Subjects:
College Faculty
competencies
Competency Based Education
Concept Mapping
Critical Thinking
Game Based Learning
Gamification
Higher Education
Interpersonal Competence
Speech Skills
Students
Teacher Attitudes
Teachers
teachers' beliefs
Teamwork
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Summary:Despite an increasing academic attention towards both gamification and competencies-based education, little is known about Higher Education teachers' beliefs regarding the use of gamification to develop students' competencies. To fill this research gap, concept mapping was used to cluster teachers' beliefs in 4 dimensions regarding the use of gamification to develop students' competencies. Our findings suggest that teachers believe that gamification encourages team working and oral communication skills. Moreover, critical thinking and social skills development were also found as some of the benefits that teachers believe the use of gamification can provide to the development of students' competencies. These findings should encourage both Higher Education teachers and policy makers to increase the use of gamification-based programmes to develop students' competencies.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2019.1683464