An example of gamification for pre-service teachers in online higher education: methods, tools, and purpose

Abstract

Using gamification in teaching practice can be highly effective if educators understand its application. Recognising potential confusion surrounding theoretical approaches to gamification, this paper analyses a specific example of gamification using ICT/ICRT tools for online master’s degree students. It details the design steps, encompassing theoretical foundations, online tools, narrative elements, and practical links to the gamification experience.

This study investigates the impact of gamification on student engagement and satisfaction in a virtual classroom setting. A total of 116 participants completed a questionnaire adapted from GAMEFULQUEST (Högberg et al., 2019) to assess their experiences after engaging in a series of gamified challenges. The questionnaire, translated and validated for Spanish-speaking students, evaluated seven dimensions of gamification: Accomplishment, Challenge, Competition, Guided, Immersion, Playfulness, and Social Experience.

Results indicated high levels of satisfaction, particularly in Playfulness (M=5.84) and Accomplishment (M=5.83), suggesting students valued both the enjoyment and sense of achievement derived from the tasks. Although satisfaction was generally high across all dimensions, the Social Experience dimension received a lower rating (M=5.01), highlighting an opportunity to enhance social connections among students.

These findings underscore gamification's transformative potential in boosting motivation and engagement, especially in higher education. The study emphasises the importance of aligning gamified experiences with students' needs and incorporating elements that foster interaction and narrative engagement. It also recommends further research to explore the long-term effects of gamification on learning outcomes and to identify best practices for its implementation in diverse educational settings.