Teachers’ beliefs about gamification and competencies development: A concept mapping approach

Abstract

Despite an increasing academic attention towards both gamification and competencies-based education, little is known about Higher Education teachers’ beliefs regarding the use of gamification to develop students’ competencies. To fill this research gap, concept mapping was used to cluster teachers’ beliefs in 4 dimensions regarding the use of gamification to develop students’ competencies. Our findings suggest that teachers believe that gamification encourages team working and oral communication skills. Moreover, critical thinking and social skills development were also found as some of the benefits that teachers believe the use of gamification can provide to the development of students’ competencies. These findings should encourage both Higher Education teachers and policy makers to increase the use of gamification-based programmes to develop students’ competencies. © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Gamification Higher education Competencies Concept mapping Teachers’ beliefs

Index Keywords

Author Affiliations

Vice-Rector for Research and Knowledge Transfer, Universidad Internacional de Valencia, Valencia, Valencia, Spain

Department of Social Sciences, Universidad Europea de Valencia, Valencia, Valencia, Spain

Department of Marketing, Universitat de València, Valencia, Valencia, Spain

Funding & Acknowledgements

Grant: LIU-WIL2015

Funding text 1: This work was supported by Laureate International Universities through the David A. Wilson Award for Excellence in Teaching and Learning under Grant LIU-WIL2015.; Funding text 2: This work was supported by the Laureate International Universities [LIU-WIL2015]. This work was supported by Laureate International Universities through the David A. Wilson Award for Excellence in Teaching and Learning under Grant LIU-WIL2015.

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Teachers’ beliefs about gamification and competencies development: A concept mapping approach

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