Impact of gamified rubrics in teacher training

Abstract

Formative evaluation of learning needs to propose methodological strategies that favor the intrinsic motivation of the student in the evaluation. Gamification achieves more active participation of students; However, there is a controversy about the relevance of the competitive use, or not, of gamification in the classroom; Furthermore, following the well-known dilemma that you teach as you were taught, there is nothing better than training in-service teachers with those methodologies that we wish to introduce in class. The research developed has a quasi-experimental design and analyzes the impact on learning when gamified digital rubrics are used with “competitive badges” (compete with the group) vs. “non-competitive badges” (compete with yourself). The sample is made up of 70 teachers in permanent training for a postgraduate degree. In order to confirm the impact of gamification, the tasks set, the reference group, the badges obtained with the digital rubric and the final grade are compared. Likewise, a validated instrument of satisfaction with the received methodology is applied. The results show high satisfaction and that the final grade is conditioned by the number of badges, mainly by the grade of one of the tasks.