Abstract:

In recent years, digitalization has heightened the interest in game-based learning and gamification, especially in the field of education, which is supported by growing scientific interest in this sphere. As in any rapidly developing field, however, there are uncertainties about understanding processes and, therefore, the use of terminology. This research focuses on analyzing educators’ views on using available digital resources to implement game-based learning or gamification practices in their teaching and assessment and on understanding and using appropriate terminology of games or their elements in education. It is important to note that gamification and game-based learning are flexible concepts, and different frameworks and perspectives can provide alternative categorizations and interpretations. This research aims to summarize and analyze the educators’ suggested digital solutions (DSs), their strategic approach to implementing them, the depth of learning they can potentially provide, as well as their comprehension of gamification and game-based learning. The results show that future educational technology mentors used game-based learning over gamification elements and serious games. Some examples given by educators contained learning activities that did not include any game elements, therefore showing a limited understanding of this concept. It is also evident that educators choose DSs that allow the creation of tailored learning games, such as Quizizz, Kahoot, Actionbound, etc., over ready-made learning games, although the availability of ready-made learning materials is also highly valued. This research concludes that educators chose to use games mostly for tasks with lower domains of complexity and specificity of learning.

Keywords:

Gamification, game-based learning, digital game-based learning, educational technology mentors, digital solutions for education.