A Study on China’s TESOL Pre-Service Teachers’ Knowledge and Attitudes on Gamification

DOI

10.2991/assehr.k.220504.527How to use a DOI?

Keywords

Gamification-service teachers; perceptions; experiences; teacher leadership

Abstract

In recent years, educational gamification is getting more attention together with the fast advancing of technology as one efficient way to boost learning outcome. Incorporating gamification in learning has an overall better outcome in many aspects. With the popularity of digital gaming, the potential of digital game-based language learning has also been an increasing focus of educational research. Although the reluctance of EFL in-teachers to adopt digital technology has already been explored, the perspectives/perceptions and experiences of EFL pre-service teachers on using gamification in EFL classrooms remain relatively unknown. thus, the focus of this paper was to explore EFL pre-service teachers’ experiences, perceptions, and levels of teacher leadership on digital game-based language learning /gamification. The results of this study found that most pre-service teachers have a positive attitude and high level of teacher leadership toward using gamification in their future classrooms. However, this study also yielded some worrisome results. This study has implications on future teacher education program development on integrating gamifications.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Jiating Zhu
PY  - 2022
DA  - 2022/06/01
TI  - A Study on China’s TESOL Pre-Service Teachers’ Knowledge and Attitudes on Gamification
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 2907
EP  - 2913
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.527
DO  - 10.2991/assehr.k.220504.527
ID  - Zhu2022
ER  -