Teachers experience in gamification in the classroom
Format Type
Plenary
Format Type
Panel
Start Date
14-1-2021 11:15 AM
End Date
14-1-2021 11:35 AM
Abstract
Abstract
Gamification is a new trend in the education system of Kazakhstan with only some educational organizations and individuals embracing it. The purpose of this qualitative research was to understand ‘Bilim-Innovation’ high school teachers’ experiences and perceptions of gamification in Kazakhstan. Using a qualitative research design, the researcher used open-ended questions to interview eight participants across high schools in Kazakhstan. Considering the novelty of gamification, the snowball method was an appropriate method for identifying high school teachers with experience in the approach. In using the snowball method for participant requirements, the researcher started with a high school teacher familiar with gamification, followed by other participants as suggested by each individual interviewed. The participants came from eight different schools and had taught different school subjects. The analysis involved thematic coding of interview transcripts as aligned with the research questions. Findings showed teachers' experience with gamification in conducting gamified lessons in their classrooms. The findings suggest that teachers' perceptions of gamification are positive, as gamification appears to mitigate teachers' and students' work. These findings are consistent with the literature on the topic of gamification regarding motivation and engagement of students in learning. This study holds particular significance considering how educational institutions are experiencing the effect of the emergency with the COVID-19 virus. Schools have tried to create different applications to teach and organize activities to be delivered in a distant manner and gamification can provide one solution. Recommendations include to conduct systematic training and seminars for school teachers in gamified lessons and to reconsider educational reform, taking into account current market demand for technology-integrated learning. Future studies should examine gamification across varied subjects and how gamification can facilitate learning during times of online learning.
Keywords
motivation, gamification, school curriculum, gamified lesson
Teachers experience in gamification in the classroom
Abstract
Gamification is a new trend in the education system of Kazakhstan with only some educational organizations and individuals embracing it. The purpose of this qualitative research was to understand ‘Bilim-Innovation’ high school teachers’ experiences and perceptions of gamification in Kazakhstan. Using a qualitative research design, the researcher used open-ended questions to interview eight participants across high schools in Kazakhstan. Considering the novelty of gamification, the snowball method was an appropriate method for identifying high school teachers with experience in the approach. In using the snowball method for participant requirements, the researcher started with a high school teacher familiar with gamification, followed by other participants as suggested by each individual interviewed. The participants came from eight different schools and had taught different school subjects. The analysis involved thematic coding of interview transcripts as aligned with the research questions. Findings showed teachers' experience with gamification in conducting gamified lessons in their classrooms. The findings suggest that teachers' perceptions of gamification are positive, as gamification appears to mitigate teachers' and students' work. These findings are consistent with the literature on the topic of gamification regarding motivation and engagement of students in learning. This study holds particular significance considering how educational institutions are experiencing the effect of the emergency with the COVID-19 virus. Schools have tried to create different applications to teach and organize activities to be delivered in a distant manner and gamification can provide one solution. Recommendations include to conduct systematic training and seminars for school teachers in gamified lessons and to reconsider educational reform, taking into account current market demand for technology-integrated learning. Future studies should examine gamification across varied subjects and how gamification can facilitate learning during times of online learning.