Perceptions of pre-service English teachers towards the use of digital badges

Başal, Ahmet; Kaynak, Naime Elcan

doi:10.1080/14703297.2019.1649172

Cited by 16 publications

(12 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Past experience with a specific technology or approach is relevant as it influences its' acceptance and intention to use it both for teaching practitioners and pre-service teachers [30], [31]. For instance, future teachers with experience using digital badges intend to use them in their future practice [32].…”

Section: Attitude Familiarity Experience and Personality In Relation ...mentioning

confidence: 99%

“…Most teacher candidates and teachers on different levels have a positive attitude towards gamification [29], [32]- [34] and believe it can be useful to improve student motivation, enjoyment, interest, and performance by developing several competencies, such as teamwork, self-regulated learning, critical thinking, oral communication, participation, and social skills, but they also think it can make classroom management harder [21], [29], [34]- [37].…”

Section: Attitude Familiarity Experience and Personality In Relation ...mentioning

confidence: 99%

See 1 more Smart Citation

Pre-Service and In-Service Teachers’ Views on Gamification

Sajinčič¹,

Sandak

Starčič

2022

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.

show abstract

Section: Attitude Familiarity Experience and Personality In Relation ...mentioning

confidence: 99%

Section: Attitude Familiarity Experience and Personality In Relation ...mentioning

confidence: 99%

Pre-Service and In-Service Teachers’ Views on Gamification

Sajinčič¹,

Sandak

Starčič

2022

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…On the other hand, most of the literature assesses pre-service teachers' technology proficiency (Atar, Aydın, & Bağcı, 2019;Basal, 2015a;Başal & Kaynak, 2020;Hana, 2020;İşler & Yıldırım, 2018;Liza & Andriyanti, 2020;Pace, Rodesiler, & Tripp, 2010;Raman, 2014;Sarıçoban, Tosuncuoğlu, & Kırmızı, 2019;Schieble, 2010;Solak & Çakır, 2014;Tachaiyaphum & Hoffman, 2018;Tseng, Cheng, & Yeh, 2019), but they are already digital natives and proficient technology users (Howlett & Waemusa, 2018;Lee & James, 2018). However, there are limited number of studies that assess perceived technology proficiency of in-service teachers, more specifically that of Turkish teachers of English, (Akturk & Ozturk, 2019;Ardıç & Çiftçi, 2019;Ergen, 2019;Köse, 2016;Özel & Arıkan, 2015), most of whom are digital immigrants (Howlett & Waemusa, 2018;Lee & James, 2018;Prensky, 2001) and might be incompetent users of technology.…”

Section: Problem Situationmentioning

confidence: 99%

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Erdin

Uzun

2022

Journal of Educational Technology and Online Learning

View full text Add to dashboard Cite

Lots of innovations have been introduced into our lives with the 21st century. They offer great affordances and are benefited in every sphere of life. On the other hand, these innovations change our habits, including our teaching/learning habits. Therefore, actors in educational environments, especially teachers, have to keep pace with such changes, which requires being competent in the use of technological devices. Starting from this point of view, this study attempts to find out how Turkish teachers of English are doing in this process, and if such variables as their sex, age, what level they teach, whether they teach at a private or state institution, how long they have been teaching, and the duration of time they spend in technological environments affect their perceived technology proficiency. Survey research method was used, and data was collected via the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21) (Christensen & Knezek, 2017) from 273 participants. The results indicate that the participants' gender, age, years of teaching experience and what level they teach do not affect their perceived technology proficiency while how much time they spend in technological environments and whether they teach at a public or private school do.

show abstract

“…interviews, focus group and content analysis) (e.g. Anstadt et al, 2013;Ali, 2015;Bas al and Kaynak, 2020). The studies using surveys and experiments tend to use structural equations, regression analysis or factorial analysis for data treatment (Fokides, 2017;Silva et al, 2019).…”

Section: Theory: New Research Directionsmentioning

confidence: 99%

Virtual reality and gamification in marketing higher education: a review and research agenda

Loureiro

Bilro

Angelino

2020

SJME

View full text Add to dashboard Cite

Purpose The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda. Design/methodology/approach A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles. Findings From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research. Originality/value There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.

show abstract

Perceptions of pre-service English teachers towards the use of digital badges

Cited by 16 publications

References 16 publications

Pre-Service and In-Service Teachers’ Views on Gamification

Pre-Service and In-Service Teachers’ Views on Gamification

An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices

Virtual reality and gamification in marketing higher education: a review and research agenda

Contact Info

Product

Resources

About