Teachers’ Perspectives on Integrating Adaptive Gamification Applications into Science Teaching
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Abstract
This study explores the views of six teachers on the use of adaptive gamification environments in science education and the professional development program they followed beforehand. Specifically, all teachers were interviewed after following a teacher training program based on the Technological Pedagogical and Science Knowledge (TPASK) model and utilising an adaptive gamification environment to teach scientific concepts regarding the water cycle in a school environment. The findings highlight teachers' views on the benefits and cons of utilising the application in science education, possible improvements to the app, and attitudes towards the professional training program they followed. These findings support the development of adaptive gamification applications and the need to design and implement proper training programs for current and future teachers.
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