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Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context

Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context

Francisco Javier Palacios-Hidalgo
Copyright: © 2022 |Pages: 28
ISBN13: 9781799896609|ISBN10: 1799896609|ISBN13 Softcover: 9781799896616|EISBN13: 9781799896623
DOI: 10.4018/978-1-7998-9660-9.ch016
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MLA

Palacios-Hidalgo, Francisco Javier. "Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context." Handbook of Research on International Approaches and Practices for Gamifying Mathematics, edited by Cristina A. Huertas-Abril, et al., IGI Global, 2022, pp. 326-353. https://doi.org/10.4018/978-1-7998-9660-9.ch016

APA

Palacios-Hidalgo, F. J. (2022). Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context. In C. Huertas-Abril, E. Fernández-Ahumada, & N. Adamuz-Povedano (Eds.), Handbook of Research on International Approaches and Practices for Gamifying Mathematics (pp. 326-353). IGI Global. https://doi.org/10.4018/978-1-7998-9660-9.ch016

Chicago

Palacios-Hidalgo, Francisco Javier. "Math Teacher Perceptions About Gamification Strategies: An Exploratory Study in the Spanish Context." In Handbook of Research on International Approaches and Practices for Gamifying Mathematics, edited by Cristina A. Huertas-Abril, Elvira Fernández-Ahumada, and Natividad Adamuz-Povedano, 326-353. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9660-9.ch016

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Abstract

The relevance of game-based teaching and learning in research has grown in the last years as a result of its proven benefits for students in a variety of school subjects. However, no studies examine the opinions of math teachers about using it, and there are no research instruments that can be used for this purpose. This chapter presents the design and validation of an instrument for the analysis of math teachers' perceptions regarding gamification strategies in their teaching. Furthermore, it develops an exploratory study using the proposed questionnaire. Findings prove the validity of the instrument as well as more positive attitudes among women and primary teachers. Moreover, teachers that have received specific training in gamification considered themselves more able to design gamification tasks. Finally, the study encourages a reflection on the way these strategies are addressed in teacher education and opens the way for studies.

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