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Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education

This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood educ...

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Autores principales: Rodríguez-Ferrer, José M., Manzano-León, Ana, Aguilar-Parra, José M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9959268/
https://www.ncbi.nlm.nih.gov/pubmed/36833978
http://dx.doi.org/10.3390/ijerph20043285
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author Rodríguez-Ferrer, José M.
Manzano-León, Ana
Aguilar-Parra, José M.
author_facet Rodríguez-Ferrer, José M.
Manzano-León, Ana
Aguilar-Parra, José M.
author_sort Rodríguez-Ferrer, José M.
collection PubMed
description This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future.
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spelling pubmed-99592682023-02-26 Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education Rodríguez-Ferrer, José M. Manzano-León, Ana Aguilar-Parra, José M. Int J Environ Res Public Health Article This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future. MDPI 2023-02-13 /pmc/articles/PMC9959268/ /pubmed/36833978 http://dx.doi.org/10.3390/ijerph20043285 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Rodríguez-Ferrer, José M.
Manzano-León, Ana
Aguilar-Parra, José M.
Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title_full Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title_fullStr Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title_full_unstemmed Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title_short Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education
title_sort game-based learning and service-learning to teach inclusive education in higher education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9959268/
https://www.ncbi.nlm.nih.gov/pubmed/36833978
http://dx.doi.org/10.3390/ijerph20043285
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