Online veröffentlicht: 20. Juni 2024
Seitenbereich: 1 - 15
Eingereicht: 12. Dez. 2024
Akzeptiert: 10. Mai 2024
DOI: https://doi.org/10.2478/atd-2024-0008
© 2024 András Buda et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Introduction:
Achievements of students in higher education are influenced by several factors. From the students’ perspective a key factor is the motivation, without which it is extremely difficult to make any progress, and from the teachers’ perspective the conservative methodological culture is primarily responsible for the fact that students are often uninterested, apathetic, and therefore they do not meet the expected requirements at all or only at a low level.
Methods:
In a pilot project we gamified the evaluation of a teacher education course at the University of Debrecen. We asked the participating students (26 students) at the beginning and at the end of the semester for their opinion on the evaluation system used. For this purpose, we used a short questionnaire that we compiled, which included both closed and open questions.
Results:
At the beginning of the semester, this form of assessment was very new to most students, and the difficulty of the assessment was judged differently by the course participants. In the end, students completed an average of nearly 5 (4.67) of the nine optional tasks. There were some tasks that were rated as both enjoyable and developmental by many, but there were also some that were barely chosen. Overall, the vast majority rated gamification as good or better than traditional assessment based on completion of compulsory tasks.
Discussion:
Gamification should be included in teacher education courses because first-hand experience can not only increase the intention to use the method in the future but can also influence the attitude of prospective teachers towards innovative teaching methods in a positive direction.
Limitations:
The size of the sample and the content of the optional tasks used do not allow the generalisation of the results to the whole population.
Conclusions:
Our results show that gamification can be an effective alternative to traditional education. It can increase student satisfaction, motivation and develop a broader range of competences, but it requires precise conditions and ownership. It would be useful to investigate the results of gamification assessment in other courses and how students' perceptions of the method change in courses where they are no longer unfamiliar with it.