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“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education

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  • Gonzalo Flores-Aguilar

    (Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
    Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain)

  • María Prat-Grau

    (Sport Research Institute UAB, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain)

  • Jesús Fernández-Gavira

    (Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
    Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain)

  • Antonio Muñoz-Llerena

    (Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain
    Research Group “Social Inclusion, Physical Education and Sport, and European Policies in Research” (INEFYD), Universidad de Sevilla, 41013 Seville, Spain)

Abstract

Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19–27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.

Suggested Citation

  • Gonzalo Flores-Aguilar & María Prat-Grau & Jesús Fernández-Gavira & Antonio Muñoz-Llerena, 2023. "“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education," IJERPH, MDPI, vol. 20(4), pages 1-17, February.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:4:p:3038-:d:1062879
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    References listed on IDEAS

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    1. Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
    2. Jose Mora-Gonzalez & Isaac J. Pérez-López & Irene Esteban-Cornejo & Manuel Delgado-Fernández, 2020. "A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
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    Cited by:

    1. Fahd Kamis Alzahrani & Waleed Salim Alhalafawy, 2023. "Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives," Sustainability, MDPI, vol. 15(5), pages 1-19, March.
    2. Yawei Du & Qing Ye & Hongjiang Liu & Yuting Wu & Fenghua Wang, 2023. "Sustainable Assessment Tools for Higher Education Institutions: Developing Two-Hierarchy Tools for China," Sustainability, MDPI, vol. 15(15), pages 1-22, July.

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