Gamification: The Experiences of International Baccalaureate (IB) Teachers Shared

Autor/inn/en	Sandoval, Scott; Lamb, Jodi A.
Titel	Gamification: The Experiences of International Baccalaureate (IB) Teachers Shared
Quelle	In: International Journal of Technology in Education, 6 (2023) 2, S.187-202 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sandoval, Scott) ORCID (Lamb, Jodi A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Game Based Learning; Advanced Placement; Learner Engagement; Teaching Methods; Self Management; Computer Games; Skill Development; Academic Achievement; Teacher Attitudes; Faculty Development; Communication Skills; Video Technology; Technology Integration; Middle School Teachers; Barriers; Technological Literacy; Pedagogical Content Knowledge; Professional Autonomy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Computer game; Computerspiel; Computerspiele; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Lehrerverhalten; Kommunikationsstil; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Berufsfreiheit
Abstract	With the changes in the educational landscape, holding students' attention has become an even more crucial point. Educators are having to find creative ways and means to engage students and make learning 'fun'. There have been numerous research studies to show that gamification can be used to drive student engagement, achievement, and reinforce expectations of classroom behavior. These three areas have been important in the International Baccalaureate (IB) world. The need for the reinforcement of expected behaviors has been a noted area in the most recent executive summary; teachers are struggling to implement Approaches to Learning (ATL) in their daily curriculum. ATL skills include communication, self-management, and organization. Classcraft, a gamification system, can help to reinforce these skills daily driving academic success and student engagement. Gamification is not being adopted by teachers and college-level professors. The concerns and resistance are connected to time, beliefs surrounding gamification, and lack of training/knowledge. This research project set out to shine more light on gamification and its implementation into the classroom. By measuring the experiences of teachers through a mixed-methods process, the importance of professional learning and implementation was shown to be important for teacher adoption. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01