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Journal Article

Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices  pp93-106

Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

© Jun 2019 Volume 17 Issue 2, Editor: Antonios Andreatos, Cleo Sgouropoulou and Klimis Ntalianis, pp66 - 172

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Pre‑service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non‑ludic environments. The use of gamification has shown good outcomes in terms of increasing students´ motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre‑service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real‑life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students ) and 2018/2019 (6 groups, 183 students) . The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post‑tests were carried out to explore: (i) the students’ relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude and (v) their self‑perception with regards to their newly acquired skills to put gamification into practice in their professional future.


Keywords: motivation, gamification, teaching training, laboratory practices, Kahoot, ClassDojo


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