The Impact of Gamification Elements in Educational Videos on the Engagement of School Teachers in Kazakhstan
Egorkina, Anna (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024073024031
https://urn.fi/URN:NBN:fi:amk-2024073024031
Tiivistelmä
In recent years, gamification has emerged as a promising strategy to enhance engagement and learning outcomes in educational settings. However, its specific application in teacher training through video-based mediums remains relatively unexplored, particularly within the context of Kazakhstan's educational landscape. This study aims to fill this gap by conducting a examination of the impact of gamification elements in educational videos for school teachers in Kazakhstan.
A mixed method was used to collect data for this project, which included 4 semi-structured interviews and a survey conducted among 50 public school teachers throughout Kazakhstan. This research aims to provide valuable insights into the potential benefits and challenges associated with the integration of gamified content in teacher professional development.
The results of surveys and interviews show that the majority of respondents have a positive attitude towards the use of gamified elements in educational videos for teachers. But the results of the interviews showed that in the public school system of Kazakhstan there are difficulties with the technical support for the implementation of this approach, financing and motivation among teachers to learn.
This study showed that the main role in motivating a teacher to learn through online video format is played by the quality of educational content and understanding how a teacher will be able to integrate the received material into lessons.
A mixed method was used to collect data for this project, which included 4 semi-structured interviews and a survey conducted among 50 public school teachers throughout Kazakhstan. This research aims to provide valuable insights into the potential benefits and challenges associated with the integration of gamified content in teacher professional development.
The results of surveys and interviews show that the majority of respondents have a positive attitude towards the use of gamified elements in educational videos for teachers. But the results of the interviews showed that in the public school system of Kazakhstan there are difficulties with the technical support for the implementation of this approach, financing and motivation among teachers to learn.
This study showed that the main role in motivating a teacher to learn through online video format is played by the quality of educational content and understanding how a teacher will be able to integrate the received material into lessons.