Teachers experience on game-based learning and identification of their most common practices: a cross-national exploratory research

• J. Martí-Parreño ^[1] ; J. Oceja-Castañedo ^[2] ; S. Arkun Kocadere ^[3]
  1. [1] Universidad Internacional de Valencia

     Universidad Internacional de Valencia

     Valencia, España

     
  2. [2] Universidad de Cantabria

     Universidad de Cantabria

     Santander, España

     
  3. [3] Hacettepe University

     Hacettepe University

     Turquía

     

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• Localización: EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies (July 4th-6th, 2022, Palma, Spain) / coord. por Luis Gómez Chova, Agustín López Martínez, Joanna Lees, 2022, ISBN 978-84-09-42484-9, págs. 2521-2527
• Idioma: inglés
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• Resumen

  • Game-based learning (GBL) is a methodology which has shown important educational benefits over the last years. The wide range of GBL approaches includes a whole plethora of experiences ranging from the use of full-fledge games (both commercial and educational) to the inclusion of game elements in the learning process in the so-called gamification. This exploratory research analyzes the experience of teachers from Spain, Belgium, and Turkey regarding the use of GBL. It also identifies which are the most common ways in which they implement GBL in the classroom. Results suggest that teachers have a certain degree of experience, with most of them having used games or gamification for one to three years. An in-depth analysis shows important differences by countries with most teachers in Spain and Belgium having more than five years’ experience. Results also show that most of teachers’ experiences is related to the use of games (especially physical games or educational digital games) rather than with gamification practices.