The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 17 Issue 2 / Jun 2019  pp66‑172

Editor: Antonios Andreatos, Cleo Sgouropoulou, Klimis Ntalianis

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The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education  pp66‑78

Stylianos Mystakidis, Eleni Berki, Juri Valtanen

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Critical Components of Formative Assessment in Process‑Oriented Guided Inquiry Learning for Online Labs  pp79‑92

Saptarshi Purkayastha, Asha K. Surapaneni, Pallavi Maity, Anushri S. Rajapuri, Judy W. Gichoya

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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices  pp93‑106

Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

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Pre‑service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non‑ludic environments. The use of gamification has shown good outcomes in terms of increasing students´ motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre‑service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real‑life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students ) and 2018/2019 (6 groups, 183 students) . The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post‑tests were carried out to explore: (i) the students’ relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude and (v) their self‑perception with regards to their newly acquired skills to put gamification into practice in their professional future. 


Keywords: motivation, gamification, teaching training, laboratory practices, Kahoot, ClassDojo


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Exploring the Potential of the Learning Designer as a Teacher Support Tool  pp107‑117

Eleni Zalavra, Kyparisia Papanikolaou

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Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners  pp118‑130

Lee Yen Chaw, Chun Meng Tang

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3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online  pp131‑143

Paula Charbonneau-Gowdy, Jessica Chavez

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Bridging Audio and Augmented Reality towards a new Generation of Serious Audio‑only Games  pp144‑156

Emmanouel Rovithis, Andreas Floros, Nikos Moustakas, Konstantinos Vogklis, Lily Kotsira

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A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists  pp157‑170

Dimitra Pappa, Homer Papadopoulos

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Editorial for EJEL Volume 17 Issue 2 2019  pp171‑172

Antonios Andreatos

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