.png){kind=icon}
.png){kind=icon}
Return
Impact of gamified rubrics in teacher training
.png){kind=icon}
OA
AI
M
M
V
J
DOI：10.5944/educxx1.39457.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Formative assessment of learning requires methodological strategies that favor intrinsic student motivation. Gamification achieves a more active participation in the assessment of learning; however, there is controversy about the relevance of the competitive use, or not, of gamification in the classroom; therefore, nothing better than to train teachers in service with those methodologies that we want to introduce in class, especially with tools such as gamified rubrics. The research developed has a quasi-experimental design and analyzes the impact on learning when using gamified digital rubrics with << competitive badges >> (competing with the group) vs. << non-competitive badges >> (competing with oneself). The sample consists of 70 in-service teachers from a postgraduate degree programme. To assess the effect of including gaming elements in assessment, the study compares tasks performed, rewards obtained and final grades between two groups. A validated survey was used to measure participants satisfaction with the teaching and assessment method. The results indicate that teachers are very satisfied and that final grades depend mainly on the number of rewards received during the course. There is an impact of the gamified rubrics on the final grade, being conditioned by the number of badges. It is concluded that we are facing a methodological strategy that needs to be analyzed beyond the results obtained in order to improve the change in teachers' perception of gamification and other teaching innovations.
Keywords:
formative evaluation
training of active teachers
educational technology
pedagogical innovation
teacher competencies
Journal
E
IF:
3
Papers:
395
Citations:
818
Organization
Cited Papers