An Investigation into Perceptions and Teachers' Attitudes Towards the Integration of Gamification in Educational Practices in Cedar Falls.

Abstract:

The importance of climate change education is increasingly becoming more crucial, the need to employ creative and innovative teaching methods like gamification cannot be over emphasized as it offers the potentials of boosting students’ engagement and enhancing knowledge. This research investigates the perception of social studies teachers (pre-service and in-service) in Cedar Falls, Iowa, on using gamification to teach climate change contents to their learners. The research explores how gamification is used by teachers, along with their opinions on the effectiveness, and difficulties in the implementation. The data collection will be done through interactive workshop sessions and questionnaires using a qualitative methodology. The study is grounded on the dual coding theoretical framework that delves into the utilization of gamification in teaching complex climate concepts. By examining the intersection of gamification and teacher’s perspectives, the study aims to provide insights on the implementation of gamification in geography education bridging the gap between the theoretical benefits of gamification and the practical application in the classroom. The findings would be beneficial for teacher professional development, educational policy, curriculum design and contribute to the development of engaging and an effective climate change education strategy.

Keywords: Gamification, Climate Change Education, Geography

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