Department of Didactics, School Organization and Research Methods, University of Vigo, Pontevedra, Spain.
Department of Socio-Educational Analysis and Intervention, University of Vigo, Pontevedra, Spain.
PLoS One. 2022 Mar 29;17(3):e0263107. doi: 10.1371/journal.pone.0263107. eCollection 2022.
Gamification refers to the use of game mechanics in non-recreational environments, such as the school environment, in order to enhance motivation, concentration, effort, commitment and other positive values common to all games. Gamification allows us to establish clear objectives that are presented to be overcome. It also offers constant feedback, shows the progression of students, recognizes their effort and it guides them over the course of the teaching and learning process. The aim is to measure the knowledge of future teachers about gamification as a didactic resource. The sample is composed of 164 students of the Degree in Primary Education in Galicia (Spain). The scale obtains a reliability of 0.94 α. The index of Kaiser-Meyer-Olkin (KMO) provides a value of 0.932 and Bartlett's test of sphericity (χ2 = 2739,793; gl = 351, p < .000), ensuring that the factor analysis is right, and the model achieves a good fit. The students of the Degree in Primary Education have not heard of the term gamification, but still consider feasible its implementation in the school environment. The students feel that they don't know enough about this teaching resource, and they are afraid of not achieving the curricular objectives using it as they have no control over the content to be taught.
游戏化是指在非娱乐环境中使用游戏机制，例如在学校环境中，以增强动机、注意力、努力、承诺和所有游戏共有的其他积极价值观。游戏化使我们能够建立明确的目标，并呈现出需要克服的目标。它还提供持续的反馈，展示学生的进步，认可他们的努力，并在教学过程中引导他们。目的是衡量未来教师对游戏化作为教学资源的了解程度。样本由加利西亚（西班牙）小学教育学位的 164 名学生组成。该量表的可靠性为 0.94α。Kaiser-Meyer-Olkin（KMO）指数提供了 0.932 的值，Bartlett 的球形检验（χ2=2739.793；gl=351，p<.000），确保了因素分析是正确的，并且该模型达到了良好的拟合度。小学教育学位的学生没有听说过游戏化这个术语，但仍然认为在学校环境中实施是可行的。学生们觉得他们对这个教学资源了解不够，并且担心在没有控制要教授的内容的情况下使用它无法实现课程目标。
