Teaching perception about gamification of the evaluation in the subject of history in secondary education

Abstract

The objective of this study was to analyze the perception of teachers regarding the application of a gamified exam to evaluate the subject of History in secondary education. The sample was composed of 192 professors of Geography and History from the province of Malaga (Spain). They were separated into a control group (110 professors) that applied a traditional exam and an experimental group (82 professors) that implemented the gamified exam. Both groups were administered a standardized questionnaire on gamified evaluation. The results showed that the gamified exam was better perceived by teachers than the traditional exam. There were significant differences between both exams in all areas analyzed. In conclusion, the gamified evaluation was better valued by teachers than the traditional exam. Gamified evaluation was highlighted by two main advantages: 1) the increase in motivation and 2) the capacity of the exam to facilitate continuity to learning outside the school context.