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Journals / Participatory Educational Research / 2022 / Cilt: 9 - Sayı: 4

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Zeynep TURAN
Sevda KÜÇÜK
Sinem KARABEY
Pages
172–189
Publication Date
2022-07-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that perceived self-efficacy and attitude factors had significant direct effects on pre-service teachers’ behavioural intentions to use gamification tools.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aimed to investigate the pre-service teachers’ behavioural intentions about using gamification tools and the critical factors affecting their usage.
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Key Findings & Data: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.
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Conclusion & Impact:The results showed that perceived self-efficacy and attitude factors had significant direct effects on pre-service teachers’ behavioural intentions to use gamification tools.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Gamification · gamification tools · teacher education

Abstract

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 self-efficacy 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 pre-service 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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Cite This Article

TURAN, Z., KÜÇÜK, S., KARABEY, S. (2022). Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools. Participatory Educational Research, Cilt: 9 - Sayı: 4, 172–189. https://ajindex.com/articles/720552

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