Students’ views about gamification based curriculum for the lesson of “Teaching Principles and Methods”
Abstract
Gamification of educational processes refers to successfully integration of gamification structure into the curriculum to increase students’ attitudes towards lessons, motivation and their academic achievement. In this study, it is aimed to determine the students’ opinions about the curriculum of gamification based “Teaching Principles and Methods” course. It is a case study of qualitative design. The working group of the study consists of 16 sophomores studying at the Department of Elementary Mathematic Education. Five male and 11 female participants have taken whole “Teaching Principles and Methods” course period in a gamified structure. Data were collected by semi structured interviews and analysed with content analysis method through which themes and codes were formed. Findings of the study indicated that objectives, content design, teaching-‐‑learning process and assessment evaluation were compatible with the nature of gamification and students do have positive attitudes towards this structure. The participants pointed out that they enjoyed and were glad to be the part of this process and the procedure endured better and more permanent learning experiences for the students. Furthermore, they opined that gamification enhanced academic achievement through positive competition, increased communication between students, kept their interest alive, motivated them and reinforced the previous knowledge. According to the participants, ambition led by competitive learning environment is the only disadvantage of the procedure. They highlighted that assessment and evaluation based on gamification process rate their achievement more extensively. Consequently, it was revealed that gamification structure was compatible with the elements of curriculum (objectives, content, teaching-‐‑learning process, assessment and evaluation).
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