Year: 2017
Type: article
Abstract: Gamification is the use of game design elements in non-game contexts and is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere.
Authors: Antonio Sánchez‐Mena, José Martí Parreño
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: Laureate Education
Award: G4732940650
OpenAlex ID: W2795772178