Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools

Adukaite, Asta; Zyl, Izak van; Er, ebnem; Cantoni, Lorenzo

doi:10.1016/j.compedu.2017.04.008

Cited by 94 publications

(60 citation statements)

References 62 publications

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“…In turn, flow has a positive influence on perceived learning (Ahmed & Sutton, 2017;Betts et al, 2013;Hamari et al, 2016), attitudes (Browne et al, 2014;Ding et al, 2017;Zamora & Aranda, 2017), and motivation (Ahmed & Sutton, 2017;Betts et al, 2013;Browne et al, 2014;Hamari et al, 2016). Finally, attitudes have a positive influence on perceived learning (Adukaite et al, 2017;Birch & Woodruff, 2017;Borras-Gene et al, 2016;Cózar-Gutiérrez & Sáez-López, 2016;de-Marcos et al, 2017;Galbis-Córdova et al, 2017;Hew et al, 2016;.…”

Section: Relationships Among Constructsmentioning

confidence: 99%

“…Adaptations of Jeopardy (Cook, 1997) with the help of PowerPoint (Murphy, 2005) and Excel (Bee & Hayes, 2011) led to the creation of teaching aids that, even if being quite simple, helped improve practices and revise concepts in accounting (Moncada & Moncada, 2014). More recently, several game-based resources have been applied to various other areas of Management (Avramenko, 2012;Ceschi, Dorofeeva, & Sartori, 2014;Dias, 2017;Fitó-Bertran, Hernández-Lara, & Serradell-López, 2014), such as Marketing (J. R. Tanner, Stewart, Totaro, & Hargrave, 2012), Entrepreneurship (Antonaci et al, 2015;Arias Aranda, Bustinza Sanchez, & Djundubaev, 2016), Industrial Production (Müller, Reise, & Seliger, 2015), Tourism (Adukaite, Zyl, Er, & Cantoni, 2017;F. Xu, Buhalis, & Weber, 2017), Innovation (Yalabik, Howard, & Roden, 2012) and General Administration (Kumari, 2019).…”

Section: Gamification In Management Educationmentioning

confidence: 99%

“…The analysis showed the existence of cause-effect relationships among various constructs, most of which were statistically significant. Table 1 Relationships among gamification's construct Authors Constructs MOT FLO ATT PLE (Ding, Kim, & Orey, 2017;Zamora & Aranda, 2017) X X X X (Browne, Anand, & Gosse, 2014) X X X (Ahmed & Sutton, 2017;Betts, Bal, & Betts, 2013;Hamari et al, 2016) X X X (Adukaite et al, 2017;Birch & Woodruff, 2017;Borras-Gene, Martinez-Nunez, & Fidalgo-Blanco, 2016;de-Marcos, Garcia-Cabot, & Garcia-Lopez, 2017;Domínguez et al, 2013;Hakulinen, Auvinen, & Korhonen, 2015;Hew, Huang, Chu, & Chiu, 2016;Kirillov, Vinichenko, Melnichuk, Melnichuk, & Vinogradova, 2016;Landers & Landers, 2014;Seixas, Gomes, & de Melo Filho, 2016;Su & Cheng, 2015) X X X ( (Alabbasi, 2017;Attali & Arieli-Attali, 2015;Buckley & Doyle, 2017;Bustillo, Rivera, Guzman, & Acosta, 2017;Cadavid & Montoya Gómez, 2015;Cakiroglu, Basibuyuk, Guler, Atabay, & Memis, 2017;Carenys et al, 2017;C.-H. Chen, Liu, & Hwang, 2016;Cheong, Filippou, & Cheong, 2014;Chubarkova, Sadchikov, Suslova, Tsaregorodtsev, & Milova, 2016;Chun, Youm, & Oh, 2015;de-Marcos et al, 2016;Dias, 2017;Evans, 2016;Fernandez-Mesa, Olmos-Penuela, & Alegre, 2016;Garcia Gaitero, Costa Roman, & Real Garcia, 2016;…”

Section: Relationships Among Constructsmentioning

confidence: 99%

See 2 more Smart Citations

Gamification in Management Education: A Systematic Literature Review

Hounsell

Rodrigues

Marques

2019

BAR, Braz. Adm. Rev.

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Quality of teaching is increasingly important for the success of educational institutions. In this context, gamification is a tool often used to improve the teaching-learning process by helping both teachers and students reach their goals in the short, medium and long term. Given the importance of the topic both in academia and society, this article presents a systematic review of the literature on the use of gamification as a tool to enhance the quality of the teaching process in general, and, in particular, the teaching of management. The study searches the most relevant literature on the application of gamification to educational contexts and describes gamification's main themes and constructs based on a systematic literature review of scholarly articles available in ISI Web of Science and Scopus databases. One of the main results of this study is to describe theoretical approaches to gamification and provide a conceptual model that gathers the contribution of various studies and paves the way for future research.

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Section: Relationships Among Constructsmentioning

confidence: 99%

Section: Gamification In Management Educationmentioning

confidence: 99%

Section: Relationships Among Constructsmentioning

confidence: 99%

See 1 more Smart Citation

Gamification in Management Education: A Systematic Literature Review

Hounsell

Rodrigues

Marques

2019

BAR, Braz. Adm. Rev.

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“…Adukaite, van Zyl, Er, and Cantoni (2017) also claims that there is a paucity of literature in the field of ICT usage for tourism education in South African schools. A comparable study conducted by Ndlovu (2016) considered the pedagogical value of ICT integration of South African secondary school teachers' practices; however, the study was a case-based study limited to seven teachers.…”

Section: Introductionmentioning

confidence: 99%

A Snapshot Survey of ICT Integration in South African Schools

Padayachee

2017

SACJ

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Information Communication Technology (ICT) integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges. However, ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges. In part, addressing the strategic and operational challenges involves understanding the current landscape of ICT integration in schools. There is scant information on the practical enforcement of ICTs in the classroom. The aim of this research is to determine the extent of ICT usage in South African schools in order to obtain an understanding of the practical enforcement of ICTs at the school level. This study combines both qualitative and quantitative data collection methods in order to provide a rich nuanced perspective of ICT integration in South African schools. The study found that the uptake of technology remains low, on average the frequency of usage per tool type was as follows: contextual tools (41%), sharing information and ideas tools (29%), experiential tools (26%) and reflective dialogue tools (18%). It was found that teachers are uncertain with respect to the enforcement of e-education while being encumbered by poor infrastructure and lack of skills.

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“…Other constraints in this type of context can include cultural issues and people are usually not familiar with or have an anxiety to use technology. Power and connectivity are also sometimes non-existing (Adukaite, van Zyl, Er & Cantoni, 2017).…”

Section: Introductionmentioning

confidence: 99%

Findings From a Mobile Tablet Project Implementation in Rural South Africa

Herselman¹,

Botha²,

Dlamini³

et al. 2019

Proceedings of the 15th International Conference on Mobile Learning 2019

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The purpose of this paper is provide evidence of how the selected teachers at 24 schools in 7 provinces in South Africa reacted to questions pertaining to the extent of their prior training, attitudes towards technology, perceived self-confidence in integrating ICTs and finally using ICTs on a daily basis. The project is known as the Information Communications Technology for Education (ICT4E) project, funded by the Department of Rural Development and Land Reform (DRDLR) in South Africa, where teachers were trained in seven of the nine provinces in South Africa over a period of a year and a half to integrate mobile technology to support their teaching and learning at 24 schools. This project involved 197 teachers and 6895 learners. The methodology that was applied is a sequential explanatory mixed method approach where data was collected using firstly a survey (baseline survey), followed by one-to-one interviews. Data was analyzed using descriptive statistics (quantitative data) as well as coding through Nvivo (quantitative data). The main results indicated that more females (65.5%) than males were involved. Teachers mostly received training on the basics of computers in Education and are mainly using word processors for their work purposes. The average age of the teachers are 43 years and their mother tongue is mostly Setswana (21%). In general, they indicated a positive attitude towards getting training to use the mobile tablets but they did worry about their competence and knowledge in resolving technical issues if these may occur with the tablets. A high percentage indicated they use social media (96%) and 92% indicated that their schools have banned the use of a mobile phone. 95.4% of teachers felt comfortable to use a tablet to enhance their teaching and learning and they can teach in more effective ways (98%). The teachers were convinced (2%) that the mobile device will assist the learners to learn more.

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Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools

Cited by 94 publications

References 62 publications

Gamification in Management Education: A Systematic Literature Review

Gamification in Management Education: A Systematic Literature Review

A Snapshot Survey of ICT Integration in South African Schools

Findings From a Mobile Tablet Project Implementation in Rural South Africa

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