0af8bb0a27341713827fa819575537e5 ijerph_a2023v20an3038.pdf c8002f4eee213af11a5f7d93430c85a39ee06265 ijerph_a2023v20an3038.pdf 875357e475ad4c7366707495d15a0e91b2db7fd9875b625b5c5c3597a7e5112a ijerph_a2023v20an3038.pdf Title: “I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education Subject: Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19–27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning. Keywords: transformative learning; sustainable development goals; higher education; physical education; transference; innovation Author: Gonzalo Flores-Aguilar, María Prat-Grau, Jesús Fernández-Gavira and Antonio Muñoz-Llerena Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Thu Feb 9 10:00:10 2023 CET ModDate: Thu Feb 9 10:02:16 2023 CET Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 17 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 1046019 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- HCRKXL+VnURWPalladioL Type 1 Custom yes yes no 10 0 NGOZCL+URWPalladioL-Bold Type 1 Custom yes yes no 15 0 DLTGRT+URWPalladioL-Roma Type 1 Custom yes yes no 20 0 NDDSAT+URWPalladioL-Ital Type 1 Custom yes yes no 24 0 JGBJTI+VnURWPalladioL-Bold Type 1 Custom yes yes no 28 0 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BOHHCJ+PalatinoLinotype,Italic TrueType WinAnsi yes yes no 204 0 JBTTSN+VnURWPalladioL-Italic Type 1 Custom yes yes no 220 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-05-16 02:28:48 CEST RepresentationInformation: ijerph_a2023v20an3038.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-03-02 02:17:13 CET Size: 1046019 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 394 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@44c8afef Item: Title: Materials and Methods Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7b69c6ba Children: Item: Title: Context Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@46daef40 Item: Title: Research Design Destination: 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Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@4eb7f003 Item: Title: Student Motivation Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@eafc191 Item: Title: Workload Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@612fc6eb Item: Title: Summary Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@1060b431 Item: Title: Discussion Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@612679d6 Item: Title: Conclusions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@11758f2a Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@e720b71 Info: Title: “I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education Author: Gonzalo Flores-Aguilar, María Prat-Grau, Jesús Fernández-Gavira and Antonio Muñoz-Llerena Subject: Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students’ views on the framework and evaluate the teachers’ feelings and thoughts. One teacher-researcher (36 years) and 74 students (19 27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students’ responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students’ motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning. 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