Investigation of Pre-service Social Studies Teachers’ Gamification User Types
DOI:
https://doi.org/10.63556/ankad.v10i1.347Keywords:
User type, gamification, pre-service teacher, social studiesAbstract
The purpose of this study is to determine the gamification user types of pre-service social studies teacher. The participant group of the study, which used a survey method, consisted of 138 pre-service social studies teachers reached through cluster and convenience sampling methods. The Gamification User Type (Hexad) scale, developed by Tondello et al. (2016) and adapted into Turkish by Akgün and Topal (2018), was used as the data collection tool. IBM SPSS Statistics 26 software was used to analyze the data collected in the study. The results were analyzed using Mann-Whitney U, Kruskal-Wallis, and Friedman analyses. The research results indicated that among pre-service social studies teacher, the gamification user types were, in order, free-spirited and achievers, types with lower averages followed by philanthropists, player, and socializer. The least common gamification user type among pre-service teachers was the type that likes to push boundaries and break rules (disrupter). It was revealed that pre-service teachers’ gamification user types showed significant differences according to gender, preferred game mode, game category, and gaming habits, but did not show significant differences according to age and grade level. The results of the study suggested that pre-service social studies teachers possess different motivational characteristics. In line with these findings, it is recommended that gamified learning environments for social studies in higher education be developed by considering the user types and personal characteristics of the pre-service teachers thereby creating individualized gamification designs.
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