The Readiness of Geography Teacher Trainees in Gamification Approach

Yıl 2021, , 0 - 0, 31.08.2021

Mahat Hanıfah , Hashim Mohmadisa , Norkhaidi Saiyidatina Balkhis , Nasir Nayan , Saleh Yazid , Nur Hamid , Baharudin Nur Hıdayah Mohd Faudzi Nurul Afıfah

https://doi.org/10.33403/rigeo.886475

Öz

This study aims to examine the use of the gamification approach in teacher training and learning sessions. The three main variables that are the focus of the study are gamification knowledge, gamification skills, and the use of gamification among Geography trainee teachers at the Universiti Pendidikan Sultan Idris. Survey methods involving questionnaires were used in this study. The study's sample consisted of 86 trainee teachers from sixth and seventh semester students in the Geography Bachelor of Education programme. The study sample was taken using a simple random sampling technique. This study focusses on examining the level of gamification knowledge, gamification skills, and use of gamification among Geography trainee teachers. Furthermore, the study was designed to examine each variable's differences according to gender and finally to analyse each study variable's relationship. This study used descriptive statistical analysis (frequency, mean, standard deviation, and percentage) and inferential analysis Pearson correlation. Findings show that the level of knowledge of the gamification approach is high (M = 4.08, SD = 0.46). The skill level is also high (M = 4.13, SD = 0.47) as well as the level of use (M = 3.82, SD = 0.84). Pearson correlation analysis showed a moderate positive correlation between knowledge and gamification approach skills (r = 0.385, p = 0.000, p <0.01). Next, the correlation results showed a moderate positive correlation between use and gamification approach knowledge (r = 0.329, p = 0.002, p <0.01) while there was a strong positive correlation between use and gamification approach skills (r = 0.670, p = 0.000, p < 0.01). In conclusion, this study shows that trainee teachers often use the gamification approach during teaching and learning (T&L). The study's implications show that teachers' gamification approach needs to be implemented in line with 21st-century learning goals.

Anahtar Kelimeler

teaching, geography, teacher trainees, gamification

Kaynakça

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