dc.creator | Flores Aguilar, Gonzalo | es |
dc.creator | Prat Grau, María | es |
dc.creator | Fernández Gavira, Jesús | es |
dc.creator | Muñoz Llerena, Antonio | es |
dc.date.accessioned | 2024-03-15T13:49:14Z | |
dc.date.available | 2024-03-15T13:49:14Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Flores Aguilar, G., Prat Grau, M., Fernández Gavira, J. y Muñoz Llerena, A. (2023). “I learned more because i became more involved”: teacher’s and students’ voice on gamification in physical education teacher education. International Journal of Environmental Research and Public Health, 20 (4), 3038--17. https://doi.org/10.3390/ijerph20043038. | |
dc.identifier.issn | 1661-7827 | es |
dc.identifier.issn | 1660-4601 | es |
dc.identifier.uri | https://hdl.handle.net/11441/156330 | |
dc.description.abstract | 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 educa tion). 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. | es |
dc.format | application/pdf | es |
dc.format.extent | 17 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | International Journal of Environmental Research and Public Health, 20 (4), 3038--17. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Transformative learning | es |
dc.subject | Sustainable development goals | es |
dc.subject | Higher education | es |
dc.subject | Physical education | es |
dc.subject | Transference | es |
dc.subject | Innovation | es |
dc.title | “I learned more because i became more involved”: teacher’s and students’ voice on gamification in physical education teacher education | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/acceptedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Educación Física y Deporte | es |
dc.relation.publisherversion | https://dx.doi.org/10.3390/ijerph20043038 | es |
dc.identifier.doi | 10.3390/ijerph20043038 | es |
dc.contributor.group | Universidad de Sevilla. HUM-1061 (Universidad de Sevilla): Inclusión Social, Educación Física y Deporte, y Políticas Europeas en investigación. | es |
idus.validador.nota | Paqui | es |
dc.journaltitle | International Journal of Environmental Research and Public Health | es |
dc.publication.volumen | 20 | es |
dc.publication.issue | 4 | es |
dc.publication.initialPage | 3038- | es |
dc.publication.endPage | 17 | es |