The Readiness of Geography Teacher Trainees in Gamification Approach

Abstract

This study aims to examine the use of the gamification approach in teacher training and learning sessions. The three main var iables that are
the focus of the study are gamification knowledge, gamification skills, and the use of gamification among Geography trainee teachers at the
Universiti Pendidikan Sultan Idris. Survey methods involving questionnaires were used in this study. The study's sample consi sted of 86
trainee teachers from sixth and seventh semester students in the Geography Bachelor of Educatio n programme. The study sample was taken
using a simple random sampling technique. This study focusses on examining the level of gamification knowledge, gamification skills, and
use of gamification among Geography trainee teachers. Furthermore, the study wa s designed to examine each variable's differences according
to gender and finally to analyse each study variable's relationship. This study used descriptive statistical analysis (freque ncy, mean, standard
deviation, and percentage) and inferential analysis Pearson correlation. Findings show that the level of knowledge of the gamification
approach is high (M = 4.08, SD = 0.46). The skill level is also high (M = 4.13, SD = 0.47) as well as the level of use (M = 3 .82, SD = 0.84).
Pearson correlation analysis s howed a moderate positive correlation between knowledge and gamification approach skills (r = 0.385, p =
0.000, p <0.01). Next, the correlation results showed a moderate positive correlation between use and gamification approach k nowledge (r
= 0.329, p = 0 .002, p <0.01) while there was a strong positive correlation between use and gamification approach skills (r = 0.670, p = 0.0 00,
p < 0.01). In conclusion, this study shows that trainee teachers often use the gamification approach during teaching and lear ni ng (T&L). The
study's implications show that teachers' gamification approach needs to be implemented in line with 21st century learning goals.