Literaturnachweis - Detailanzeige
Autor/in | Alexander, Curby |
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Titel | Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions |
Quelle | In: International Journal of Game-Based Learning, 9 (2019) 1, S.15-29, Artikel 2 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Alexander, Curby) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-6849 |
DOI | 10.4018/IJGBL.2019010102 |
Schlagwörter | Games; Preservice Teacher Education; Preservice Teachers; Teacher Characteristics; Responsibility; Learner Engagement; Ethics; Undergraduate Students |
Abstract | One of the most important outcomes of pre-service teacher education isthe transition from assignmentoriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among preservice teachers. Data was collected in four domains- personal responsibility, intellectual engagement, professional ethics and stewardship, and supportive interactions- where gamification strategies were additively implemented over five semesters. Results from this study indicate gamification strategies, when bundled together to leverage motivating factors such as competition and personalization led to increased gains in the four domains of professional educator dispositions. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |