preprints.org > social sciences > education > doi: 10.20944/preprints202309.0516.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 5 September 2023 / Approved: 7 September 2023 / Online: 7 September 2023 (08:19:50 CEST)

In recent years, the use of gamified systems in education has increased due to the growing empirical evidence of their usefulness in improving motivation and participation in learning processes. In order to take advantage of the opportunities for improvement in education presented by gamification, plus the decision to create gamified systems in higher education, this article investigates the willingness of student teachers to learn with gamified systems. The research method is quantitative with validated instruments to measure: 1) student perception of gamification; 2) player profile; and 3) screen time, with an n=569 student teachers from the fifteen regions of Chile. The results show that students prefer to learn with gamified systems than in a traditional way with a significant difference (Wilcoxon z= -18.86, p < 0.01). There are significant positive and negative relationships in correspondence with the Gamer Profile. However, as a finding, a negative relationship was found between the number of hours spent playing video games and the perception of learning through gamified systems. In conclusion, Chilean student teachers present a favorable disposition to teacher training with gamified systems. However, the disposition varies in relation to the number of hours spent playing video games.

gamification; university students; higher education; gamer profile

Social Sciences, Education

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