Scopus:
What Do Prospective Teachers Think about Educational Gamification?

dc.contributor.authorPektaş M.
dc.contributor.authorKepceoǧlu I.
dc.date.accessioned2023-04-12T01:59:13Z
dc.date.available2023-04-12T01:59:13Z
dc.date.issued2019-01-01
dc.description.abstractThis case study investigated what prospective science education teachers think about the use of gamification in education. 44 pre-service science teachers were asked to provide their opinions about the use of gamification in education after a 4-week implementation of gamification. The participants revealed the benefits of gamification such as an increase in motivation, saving time, and preventing cheating, as well as limitations such as difficulty in classroom management and technological problems. Furthermoer, according to the participants, gamification applications could be used in the assessment of instruction. While this study was carried out with respect to the playing practices in the teacher training period, it would be beneficial to study different teaching levels and apply the practices in different courses to diversify the results.
dc.identifier.scopus2-s2.0-85074258739
dc.identifier.urihttps://hdl.handle.net/20.500.12597/5139
dc.relation.ispartofScience Education International
dc.rightsfalse
dc.subjectgamification | pre-service teachers | science education
dc.titleWhat Do Prospective Teachers Think about Educational Gamification?
dc.typeArticle
dspace.entity.typeScopus
oaire.citation.issue1
oaire.citation.volume30
person.affiliation.nameKastamonu University
person.affiliation.nameKastamonu University
person.identifier.scopus-author-id55935744900
person.identifier.scopus-author-id57211537561

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