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

Author

Listed:
  • Ana Manzano-León

    (Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

  • José Manuel Aguilar-Parra

    (Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain)

  • Javier Rodríguez-Moreno

    (Department of Education, University of Jaén, 23071 Jaén, Spain)

  • Ana María Ortiz-Colón

    (Department of Education, University of Jaén, 23071 Jaén, Spain)

Abstract

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.

Suggested Citation

  • Ana Manzano-León & José Manuel Aguilar-Parra & Javier Rodríguez-Moreno & Ana María Ortiz-Colón, 2022. "Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study," IJERPH, MDPI, vol. 19(13), pages 1-11, June.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:13:p:8000-:d:851993
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    References listed on IDEAS

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    1. Hong Yan Li & Hui Cao & Doris Y. P. Leung & Yim Wah Mak, 2020. "The Psychological Impacts of a COVID-19 Outbreak on College Students in China: A Longitudinal Study," IJERPH, MDPI, vol. 17(11), pages 1-11, June.
    2. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero & Laura Guerrero-Puerta & José M. Aguilar-Parra & Rubén Trigueros & Antonio Alias, 2021. "Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    3. Ana Manzano-León & José M. Rodríguez-Ferrer & José Manuel Aguilar-Parra & Ana María Martínez Martínez & Antonio Luque de la Rosa & Darío Salguero García & Juan Miguel Fernández Campoy, 2021. "Escape Rooms as a Learning Strategy for Special Education Master’s Degree Students," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    4. Ion Smeureanu & Narcisa Isaila, 2017. "Innovative Educational Scenarios in Game Based Teaching and Learning," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 19(46), pages 890-890, August.
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