Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study

Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmenta...

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Bibliographic Details
Published in:International journal of environmental research and public health 2022-06, Vol.19 (13), p.8000
Main Authors: Manzano-León, Ana, Aguilar-Parra, José Manuel, Rodríguez-Moreno, Javier, Ortiz-Colón, Ana María
Format: Article
Language:English
Subjects:
Aesthetics
Children
Classrooms
Collaboration
Design
Early childhood education
Education
Gamification
Knowledge acquisition
Learning
Learning disabilities
Motivation
Pedagogy
Qualitative research
Skills
Software
Teacher education
Teaching methods
University students
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Summary:Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph19138000