Physical Education and Sport Department, Universidad de Sevilla, 41013 Seville, Spain.
Research Group "Social Inclusion, Physical Education and Sport, and European Policies in Research" (INEFYD), Universidad de Sevilla, 41013 Seville, Spain.
Int J Environ Res Public Health. 2023 Feb 9;20(4):3038. doi: 10.3390/ijerph20043038.
Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students' views on the framework and evaluate the teachers' feelings and thoughts. One teacher-researcher (36 years) and 74 students (19-27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students' responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students' motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.
高等教育在实现 2030 年议程中确立的可持续发展目标方面发挥着关键作用，特别是第四个目标（高等教育的质量和公平）。因此，教师教育必须在为未来教师提供变革性学习经验方面发挥核心作用，这种经验能够引领变革，在每所学校都创建高质量的项目。本研究的目的是在体育教师教育中进行一种游戏化体验，有两个目标：评估学生对框架的看法，并评估教师的感受和想法。一位教师研究员（36 岁）和 74 名学生（19-27 岁）参加了西班牙一所大学的课程。采用了定性描述方法和行动研究设计。教师研究员完成了个人日记，而学生则回答了两个开放式问题。从学生的回答中出现了三个积极的主题（框架、动机和转移）和两个消极的主题（无聊和小组作业）；从教师研究员那里，我们收到了三个积极的回应（混合情绪、期望和学生的动机）和一个消极的回应（工作量）。总之，游戏化可以被视为促进变革性学习的框架。
