Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study

Area of Science:

• Educational Psychology
• Game-Based Learning

Background:

• Gamification, the integration of game elements into non-game contexts, is an emerging educational trend.
• It offers a fun and motivating approach to developing curriculum skills.

Purpose of the Study:

• To evaluate student perceptions of a gamified university practices program called "Super-Profes" for the subject of Developmental Disorders.
• To assess the effectiveness of gamification as an educational methodology.

Main Methods:

• A qualitative study was conducted using a survey with open-ended questions.
• Student responses were analyzed using Atlas.ti 8.4 software.
• The study involved 63 second-year Early Childhood Education students.

Main Results:

• Two primary themes emerged: gamification as an enjoyable and motivating experience, and the acquisition of knowledge and skills.
• Students reported positive impressions regarding the fun and motivational aspects of the gamified learning environment.

Conclusions:

• Educational gamification is a motivating and effective methodology for acquiring content and skills.
• The "Super-Profes" program demonstrated gamification's potential in higher education for preparing future teachers.