Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Abstract

Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

The Effectiveness of Gamification for Students' Engagement in Technical and Vocational Education and Training

“…Instructors are continually experimenting with a new pedagogical method to capture students' attention, motivate them, and engage them in learning activities. Thus, rather than traditional learning methods, digital computer games are customized to create an enjoyable and engaging learning environment for students [17]. The adaptation of a game into a non-game condition is key to gamification.…”

“…On the other hand, serious games resemble gaming design worlds that solve problems unrelated to enjoyment [20]. While the simulation parallels a serious game, the main objective is training in the military, medicine, and aviation fields [17].…”

“…It can also be an alternate strategy that adds value to normal learning activities by giving a more engaging experience through gamification elements [14]. Furthermore, gamification persuades students to complete assignments despite exhaustion [17].…”

“…Besides that, gamification interface design must incorporate seamless navigation [21], an exciting narrative adjustment, and an acceptable combination of text, graphics, colors, and animations [17]. It is to ensure that students do not lose focus due to the excessive amount of gamification design so that they stray from the original learning goal [24].…”

“…Among the techniques practiced is segmentation, which breaks down learning material at a rate students can accept for knowledge retention [25]. The arrangement of learning content also needs to follow levels starting from low, medium, and high levels to meet the needs and abilities of students from various backgrounds [17].…”