Gamification in Teacher Education: The Impact on Micro-Teaching Confidence among Third-Year University Students

Abstract

This study investigates the impact of applying gamification on the confidence of third-year pre-service teachers during micro-teaching activities at the undergraduate level. Data were collected from 230 students at a university in Vietnam through surveys, instructor observations, and focus group interviews. The findings reveal that, within the gamified micro-teaching context, confidence was enhanced through enjoyment, immediate feedback, and challenge-based elements, which in turn helped students reduce anxiety, perform more effectively, and enrich their teacher training experiences. This study provides important empirical evidence for teacher education programs and encourages educators to adopt innovative instructional approaches to foster greater confidence and professional competence among pre-service teachers during their training.