Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10316/100478 https://doi.org/10.3390/educsci12030191 |
Resumo: | Although there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers’ implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers’ training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamification activity, the third one on implementing it with their students in school, and the fourth phase on sharing and reflecting on their experience. It was possible to identify enablers and difficulties that influenced the planning, such as personal background, time available, and technical conditions in the classroom. Most teachers opted for a platform with digital tools that allowed them to apply all the desired features to their gamified activities. The most complex gamified activities were related to the teacher’s gaming experience, use of digital tools, and risk-taking. |
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Enablers and Difficulties in the Implementation of Gamification: A Case Study with TeachersgamificationOctalysis Frameworkeducationteacher trainingAlthough there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers’ implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers’ training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamification activity, the third one on implementing it with their students in school, and the fourth phase on sharing and reflecting on their experience. It was possible to identify enablers and difficulties that influenced the planning, such as personal background, time available, and technical conditions in the classroom. Most teachers opted for a platform with digital tools that allowed them to apply all the desired features to their gamified activities. The most complex gamified activities were related to the teacher’s gaming experience, use of digital tools, and risk-taking.2022info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/100478http://hdl.handle.net/10316/100478https://doi.org/10.3390/educsci12030191eng2227-7102Araújo, InêsCarvalho, Ana Améliainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-06-22T20:32:09Zoai:estudogeral.uc.pt:10316/100478Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:17:51.457800Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
title |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
spellingShingle |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers Araújo, Inês gamification Octalysis Framework education teacher training |
title_short |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
title_full |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
title_fullStr |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
title_full_unstemmed |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
title_sort |
Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers |
author |
Araújo, Inês |
author_facet |
Araújo, Inês Carvalho, Ana Amélia |
author_role |
author |
author2 |
Carvalho, Ana Amélia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Araújo, Inês Carvalho, Ana Amélia |
dc.subject.por.fl_str_mv |
gamification Octalysis Framework education teacher training |
topic |
gamification Octalysis Framework education teacher training |
description |
Although there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers’ implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers’ training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamification activity, the third one on implementing it with their students in school, and the fourth phase on sharing and reflecting on their experience. It was possible to identify enablers and difficulties that influenced the planning, such as personal background, time available, and technical conditions in the classroom. Most teachers opted for a platform with digital tools that allowed them to apply all the desired features to their gamified activities. The most complex gamified activities were related to the teacher’s gaming experience, use of digital tools, and risk-taking. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10316/100478 http://hdl.handle.net/10316/100478 https://doi.org/10.3390/educsci12030191 |
url |
http://hdl.handle.net/10316/100478 https://doi.org/10.3390/educsci12030191 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2227-7102 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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