Abstract:In order to improve students' learning outcomes, researchers and practitioners have increasingly applied gamification in technology-enhanced learning environments. However, some studies in the literature have reported unexpected negative results with that. To avoid these unexpected outcomes in gamified learning systems, we proposed the ``gamification analytics model for teachers" in a previous study. This model allows teachers to monitor and adapt the gamification design in the run-time of the teaching-learnin… Show more
“…The findings of the study show that the proposed research model is meaningful. The study reveals that perceived ease of use and perceived usefulness are effective on pre-service teachers in terms of developing an attitude towards using gamification tools as also proposed by the TAM model and the studies in the literature (Asiri, 2019;Dele-Ajayi et al, 2017;Hsu & Lu, 2007;Lee et al, 2012;Leng & Lada, 2011;Pektas & Kepceoglu, 2019;Sadaf et al, 2016;Tenório et al, 2020;Wong, 2016;Yoo et al, 2017). In addition to these two factors explaining the attitude by 70%, perceived usefulness has a more significant effect on attitude while perceived ease of use is less.…”
This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived selfefficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.
“…The findings of the study show that the proposed research model is meaningful. The study reveals that perceived ease of use and perceived usefulness are effective on pre-service teachers in terms of developing an attitude towards using gamification tools as also proposed by the TAM model and the studies in the literature (Asiri, 2019;Dele-Ajayi et al, 2017;Hsu & Lu, 2007;Lee et al, 2012;Leng & Lada, 2011;Pektas & Kepceoglu, 2019;Sadaf et al, 2016;Tenório et al, 2020;Wong, 2016;Yoo et al, 2017). In addition to these two factors explaining the attitude by 70%, perceived usefulness has a more significant effect on attitude while perceived ease of use is less.…”
This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived selfefficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.
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