Determinants of the perceived usefulness (PU) in the context of using gamification for classroom-based ESL teaching: A scale development study

Luo, Zhanni

doi:10.1007/s10639-022-11409-6

Cited by 15 publications

(12 citation statements)

References 74 publications

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“…They also increase the number of students who recommend using games in the classroom. Luo (2022) quantitatively showed that gamified learning tools are related to perceived usefulness by teachers. It was concluded that an understanding of perceived usefulness is necessary for the acceptance of any educational tool.…”

Section: Discussionmentioning

confidence: 99%

Key factors influencing knowledge acquisition through game‐based learning

Calza‐Perez,

Perez‐Ruiz,

Enri‐Peiró

et al. 2024

Psychology and Marketing

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This research enriches the current understanding of digital marketing knowledge acquisition through game‐based learning (GBL). The study is based on a sample of 476 participants who provided data before and after playing The Ecommerce Game(™). In this serious game, players must optimize the conversion rate of an e‐commerce venture. Data on key variables measuring players' digital marketing knowledge were collected. Before playing the game, participants reported on their perceived ease of use, perceived usefulness, and attitude. After the game, participants' knowledge, motivation, enjoyment, and concentration were measured. The purpose of this study was to determine the positive impact of GBL on the professional development of participants. Participants reported that the skills acquired in GBL improved their professional performance. Thus, the results suggest that acceptance of a game can be an effective tool for players to acquire knowledge of digital marketing and e‐commerce. The motivation from gameplay was significant in aiding participants' learning experiences. Encouragingly, participants expressed a willingness to replay the game, emphasizing the enjoyableness of the learning process.

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Section: Discussionmentioning

confidence: 99%

Key factors influencing knowledge acquisition through game‐based learning

Calza‐Perez,

Perez‐Ruiz,

Enri‐Peiró

et al. 2024

Psychology and Marketing

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“…Gamification "The use of game design elements in non-game contexts" (Deterding et al, 2011, p. 10) Gamified learning The use of gamification techniques in educational contexts for improved engagement, learner experience, or academic outputs (Luo, 2021(Luo, , 2022Luo et al, 2021) Gamified learning tool An educational website/system/software/application that uses game design elements for improved engagement, learner experience, or academic outputs (Luo, 2021(Luo, , 2022Luo et al, 2021)…”

Section: Term Definitionmentioning

confidence: 99%

“…To distinguish from video games, gamified learning tools have been highlighted as the educational website/system/software/application that use game design elements for improved engagement, learner experience, or academic outputs (Luo, 2021(Luo, , 2022Luo et al, 2021). Accordingly, gamified EFL tools refer to the website/system/software/application that use game design elements to facilitate the teaching and learning or English-asa-foreign-language (see Table 1).…”

Section: Introductionmentioning

confidence: 99%

Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study

Luo

2024

Education Tech Research Dev

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This study is to develop and validate a scale that measures the acceptance intention of secondary school teachers toward gamified English-as-a-foreign-language (EFL) tools. Drawing upon the technology acceptance models (TAM) and related frameworks, we synthesized a framework that includes six main factors contributing to teachers’ acceptance intention of gamified learning tools. These factors are perceived enjoyment, perceived usefulness (PU), perceived ease of use (PEoU), perceived risks, facilitating conditions, and control variables. The study involved 361 and 512 secondary school teachers who participated in qualitative interviews and quantitative surveys, respectively. Surprisingly, in the context of implementing gamified tools for the teaching of English-as-a-second-language, the results indicate that only two factors can be retained in the proposed framework (PU and PEoU). However, PU and PEoU in the current research contexts brought new connotations, which is of significance for future studies. Eventually, a five-item scale measuring PU (PU-gamification-EFL) and a six-item scale measuring PEoU (PEoU-gamification-EFL) have been validated. Implications and limitations were discussed, as well as suggestions for future studies.

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“…They believed that while the concept of gamification is great, few products can achieve what they promised. [ 19 ], Luo [ 20 ] further noted that perceived usefulness is a critical factor in determining whether new educational technologies are accepted. Despite this, there have been few studies to date that specifically focused on the effectiveness of gamification in foreign language learning.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Gamified Tools for Foreign Language Learning (FLL): A Systematic Review

Luo

2023

Behavioral Sciences

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Gamification has emerged as a promising approach for foreign language learning (FLL), which refers to the use of game design elements to engage learners or improve academic performance. However, the features of gamification studies in FLL and their effectiveness are unclear. Additionally, how previous studies measured the effectiveness of gamified FLL tools is not well understood. In this systematic review, this author addressed these questions based on 21 empirical studies. The findings revealed that the effectiveness of gamified tools in FLL was mixed, with some bringing positive changes, others negative changes, and some showing no differences. The factors that influenced the effectiveness include methodological limitations, biases in the experiment setting, technical limitations, individual differences, failure to achieve meaningful gamification, a mixture of element selection, sub-optimal measurement, and data interpretation biases. This study identified research gaps in previous studies and offers suggestions for future research in this area.

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Determinants of the perceived usefulness (PU) in the context of using gamification for classroom-based ESL teaching: A scale development study

Cited by 15 publications

References 74 publications

Key factors influencing knowledge acquisition through game‐based learning

Key factors influencing knowledge acquisition through game‐based learning

Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study

The Effectiveness of Gamified Tools for Foreign Language Learning (FLL): A Systematic Review

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