Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study

Luo, Zhanni; Brown, Cheryl; O’Steen, Billy

doi:10.1007/s10639-021-10622-z

Cited by 28 publications

(41 citation statements)

References 48 publications

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“…Overall, the teachers’ perspectives on using gamification in EFL/ESL courses showed some contradictory views ( Krishnan et al, 2021 ; Luo et al, 2021 ). On one hand, Krishnan et al (2021) concluded that it was beneficial for EFL teachers to use gamification, because it could aid the English language teachers and provide a wider toolkit for designing teaching activities.…”

Section: Resultsmentioning

confidence: 99%

“…Gamification elements such as leader boards, progress bars, badges, and points could increase students’ engagement and motivation, help the learners become aware of how far they advanced in the level, and promote growth by encouraging healthy competition and collaboration. On the other hand, Luo et al (2021) investigated the factors that influence teachers’ intention to use gamification in secondary schools in China and found that these EFL teachers showed negative attitudes toward gamification. These secondary school teachers in China were dubious about the capacity of gamification in providing learning opportunities, and it weakening of pedagogical purposes and teaching efficiency.…”

Section: Resultsmentioning

confidence: 99%

“…The aforementioned two studies hold different views about using gamification in EFL/ESL course, mainly because the educational levels of students and their learning purposes are different. The participants of Krishnan et al (2021) ’s study did not have the pressure of gaining a high score in high-stakes exams, but Luo et al (2021) observed the high school students in China, who are expected to take part in College Entrance Examination. Gaining a high score in English is such an important thing which will determine their life.…”

Section: Resultsmentioning

confidence: 99%

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Gamification in EFL/ESL instruction: A systematic review of empirical research

Zhang

Hasim

2023

Front. Psychol.

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IntroductionThis systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements.MethodsThe researchers carried out database search in both Web of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria.ResultsThe results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students’ English language skills and abilities, positively affecting students’ attitudes and emotional responses, providing an authentic language learning environment and cultivating students’ comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition.DiscussionThe results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Gamification in EFL/ESL instruction: A systematic review of empirical research

Zhang

Hasim

2023

Front. Psychol.

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“…This model was extensively tested (Davis & Venkatesh, 1996 ; Venkatesh et al, 2003 ) and has been comprehensively researched in education (Lavidas et al, 2020 ; Qashou, 2021 ; Yunus et al, 2021 ). However, the model has been criticized for being too conservative to provide practical advice on how to improve PU and PEU (Luo et al, 2021 ; Wong, 2016 ). At the same time, it was also criticized for being overly simplistic when used in the absence of external variables (Huang & Teo, 2021 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Rosli

Saleh

2022

Curr Psychol

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This study proposes a unified theoretical model to integrate the full spectrum of Self-Determination Theory, self-efficacy, and the Technology Acceptance Model in understanding the acceptance of technology enhanced learning among university students during the Covid-19 pandemic. In the proposed theoretical model, 7 hypotheses were tested to understand the acceptance of technology enhanced learning. A total of 303 university students participated in this study. The Heterotrait-Monotrait (HTMT) ratio of correlation was applied to measure Discriminant Validity for the Covariance-Based Structural Equation Model. Based on the results, the unified theoretical model provided better insight to understanding acceptance of technology enhanced learning (R 2 = .71). Intrinsic motivation (IM), amotivation, motivation, and technology enhanced self-efficacy (TELSE) were identified as significant determinants of students’ perceived ease of use (PEU). Amotivation, motivation and TELSE were significant determinants of students’ perceived usefulness (PU) towards technology enhanced learning. During the Covid-19 pandemic, students had internalised external regulation and identified regulation. The empirical results also revealed that the relationship between amotivation and PEU were moderated by gender. Gender also played a role in moderating the effects of amotivation and motivation relationships towards PU. However, the relationships between IM and motivation toward PEU and TELSE to PU were vulnerable towards the moderating effects of gender and students' field of study. In conclusion, students’ view on technology acceptance have changed since the pandemic, therefore, their participation in design, development, and implementation of learning resources is much needed than before to improve their psychological motivation.

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“…Technical and management obstacles are highly cited barriers to utilizing gamification, but teacher characteristics emerged as a contributing factor as well. Among the latter, lack of sufficient knowledge on gamification and skills for its implementation, attitude, control, and risk avoidance emerged as personal variables relevant to acceptance intention [29], [38], [39].…”

Section: Attitude Familiarity Experience and Personality In Relation ...mentioning

confidence: 99%

Pre-Service and In-Service Teachers’ Views on Gamification

Sajinčič¹,

Sandak

Starčič

2022

Int. J. Emerg. Technol. Learn.

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Despite the popularity of gamification among academics due to its propensity to promote student motivation, engagement, and behavioral change, its use in formal education is still limited. We reached out to educators at all levels to examine their experience, attitude, familiarity with gamified teaching, and their personality, to see if teachers’ personal characteristics are related to the intention of implementing gamified teaching. 118 in-service and 102 pre-service teachers completed the BFI-S and the questionnaire developed for the study. Teachers predominantly assumed that gamification represents game-based learning, and more than half reported using some game elements in at least one of their lectures. While in general participants were welcoming towards gamified teaching, experienced teachers had a more positive attitude toward gamification compared to pre-service teachers. Attitude was a mediator between the intention to use and a presumption that gamification means using educational games, experience with gamification, and openness. In addition, past use significantly predicted intention to use even when accounting for attitude. Both in-service and pre-service teachers expressed a wish to learn more about gamification. The study identified another gap between theory and practice, showing a need for teachers to be informed more regularly about the latest pedagogical strategies and approaches.

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Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study

Cited by 28 publications

References 48 publications

Gamification in EFL/ESL instruction: A systematic review of empirical research

Gamification in EFL/ESL instruction: A systematic review of empirical research

Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model

Pre-Service and In-Service Teachers’ Views on Gamification

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