Search

Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers’ perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants’ ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process.

Abstract The purpose of this study was to analyze the digital competence of teachers on the use of YouTube as a didactic resource in the teaching and learning process of students. Specifically, this was analyzed and compared for each educational stage (Preschool Education, Primary Education, Secondary Education, Adult Education, and Vocational Education-VET) between genders of the teacher (female and male). For this, an ex post facto non-experimental design was used, with a sample of 2157 in-service teachers from all over Spain. Among the main results found in this study, teachers of all educational stages had satisfactory skills on the use of YouTube to search and communicate information, although low in relation to the creation of audio-visual material through YouTube. In addition, it was evidenced how gender was a significant factor which affected the competencies of teachers, in most of the educational stages analyzed.

Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers' perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants' ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process.

The purpose of this study was to analyze the digital competence of teachers on the use of YouTube as a didactic resource in the teaching and learning process of students. Specifically, this was analyzed and compared for each educational stage (Preschool Education, Primary Education, Secondary Education, Adult Education, and Vocational Education-VET) between genders of the teacher (female and male). For this, an ex post facto non-experimental design was used, with a sample of 2157 in-service teachers from all over Spain. Among the main results found in this study, teachers of all educational stages had satisfactory skills on the use of YouTube to search and communicate information, although low in relation to the creation of audio-visual material through YouTube. In addition, it was evidenced how gender was a significant factor which affected the competencies of teachers, in most of the educational stages analyzed.