Pedagogical diagnosis of student perceptions of digital gamification in university teacher training
DOI:
https://doi.org/10.63688/8bf9eg42Keywords:
digital gamification, pedagogical diagnosis, teacher education, motivation, student participationAbstract
Introduction: pedagogical diagnosis makes it possible to identify needs, strengths and opportunities for improvement in teacher training. This study analyzed Education undergraduate students' perceptions of digital gamification, understood as an object of focused pedagogical diagnosis. Methodology: quantitative research with a non-experimental, cross-sectional and descriptive-correlational design. Of a population of 140 students, 117 participated voluntarily. A five-point Likert questionnaire (22 items) organized into five dimensions was applied; descriptive statistics, Cronbach's alpha and Spearman correlations were computed. Results: the instrument showed high global internal consistency (Cronbach's alpha = 0.902). The highest-rated dimension was projection toward teacher education (M = 4.50), followed by participation, confidence and collaboration (M = 4.10) and reinforcement and didactic feedback (M = 4.04). A strong positive correlation was found between motivation and participation (rho = 0.745; p < 0.001). Conclusions: digital gamification is a relevant object of pedagogical diagnosis, as it makes it possible to identify strengths and training needs related to motivation, active participation, feedback and didactic design among future teachers.
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