2 extractive question-and-answer pairs built from Digital Gamified Learning in Teacher Education: Insights from Pre-service Teachers in Kasaragod District | Voices of Teachers and Teacher Educators, published by ejournals.ncert.gov.in. Source-evidenced topics include digital gamified learning, teacher education, pre-service teachers, kasaragod district, kerala, b.ed. trainees, smartphones, laptops. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 1 relationship, 1 summary. 2 of the 2 pairs (100.0%) ask explanatory questions; the remaining 0 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores the perceptions of B.Ed. trainees in Kasaragod district, Kerala, regarding digital gamified learning (DGL). It includes two extractive question-and-answer pairs derived from a descriptive survey study. The findings highlight the trainees' positive attitudes toward DGL and their recognition of its potential relevance in future educational settings. Smartphones and laptops were identified as the preferred devices for engaging with gamified learning resources.
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import desidata
df = desidata.load("ejournals-ncert-gov-in-876dec524935eb73d1e6fd35769854fd")
df.head()First 2 of 2 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What did the respondents recognize about digital gamified learning? | its potential relevance and usefulness in future educational settings | Published 2026-02-12 This study adopts a descriptive survey methodology to examine the awareness, experiences, and perceptions of B.Ed. trainees regarding digital gamified learning (DGL) in the Kasaragod district of Kerala. The research seeks to explore pre-service teachers’ familiarity with DGL, their first-hand experiences, levels of interest, and preferred digital devices for engaging in such learning approaches. The findings reveal varying levels of familiarity among the participants, along with a generally high interest in DGL, despite limited and inconsistent practical exposure. Smartphones and laptops emerged as the most preferred devices for accessing gamified learning resources. the respondents demonstrated a positive attitude towards DGL, recognizing its potential relevance and usefulness in future educational settings. | 771 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5044 | the respondents demonstrated a positive attitude towards DGL, recognizing its potential relevance and usefulness in future educational settings. | p[0] | 0.700 | valid | |
| What attitude did respondents demonstrate towards digital gamified learning? | a positive attitude | Published 2026-02-12 This study adopts a descriptive survey methodology to examine the awareness, experiences, and perceptions of B.Ed. trainees regarding digital gamified learning (DGL) in the Kasaragod district of Kerala. The research seeks to explore pre-service teachers’ familiarity with DGL, their first-hand experiences, levels of interest, and preferred digital devices for engaging in such learning approaches. The findings reveal varying levels of familiarity among the participants, along with a generally high interest in DGL, despite limited and inconsistent practical exposure. Smartphones and laptops emerged as the most preferred devices for accessing gamified learning resources. the respondents demonstrated a positive attitude towards DGL, recognizing its potential relevance and usefulness in future educational settings. | 726 | summary | 0.890 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5044 | the respondents demonstrated a positive attitude towards DGL, recognizing its potential relevance and usefulness in future educational settings. | p[0] | 0.700 |
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| valid |