Drivers and Barriers to Adopting Gamification: Teachers' Perspectives

Autor/inn/en	Sánchez-Mena, Antonio; Martí-Parreño, José
Titel	Drivers and Barriers to Adopting Gamification: Teachers' Perspectives
Quelle	In: Electronic Journal of e-Learning, 15 (2017) 5, S.434-443 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Barriers; Phenomenology; Structured Interviews; Educational Games; Educational Practices; Use Studies; Performance Factors; Attention; Teacher Motivation; Usability; Recreation; Educational Resources; Student Interests; Classroom Environment; Technology Uses in Education; Educational Technology; Higher Education + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Educational game; Lernspiel; Bildungspraxis; Benutzerschulung; Leistungsindikator; Aufmerksamkeit; Re-creation; Erholung; Bildungsmittel; Studieninteresse; Klassenklima; Unterrichtsklima; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Gamification is the use of game design elements in non-game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers' main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students' apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01