Preservice Teacher Education for Generation Z: Evaluation of a Gamified Experience in Higher Education
DOI:
https://doi.org/10.17398/1695-288X.25.1.9Keywords:
Gamificación, Innovación, Educación Superior, Formación docenteAbstract
In this study, the extent to which the objectives of an innovative project arising from collaboration among university lecturers were achieved was analyzed. The use of Kahoot! in the education of Generation Z was also evaluated, and the influence of these perceptions on considering the resource for its future use in teaching was examined. After administering an online questionnaire to a sample of 196 students enrolled in the Educational Research Methods course at two Spanish universities, whose instructors had used Kahoot! with the same methodological planning, a high degree of predisposition to use it as future teaching professionals was detected, as well as a positive perception of the tool. Participants were convinced that it would be advisable to apply Kahoot! in their future classrooms, especially because it promotes learning and increases audience participation. In light of these results, future teachers, current members of Generation Z immersed in a technological context, argue that the incorporation of a technological tool into teaching does not depend on the resource itself, but on the pedagogical benefits generated by its use in the teaching–learning process, which translates into a use of technology based on its benefits rather than on the tool itself.
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