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

Autor/inn/en	Turan, Zeynep; Kucuk, Sevda; Karabey, Sinem Cilligol
Titel	Investigating Pre-Service Teachers' Behavioral Intentions to Use Web 2.0 Gamification Tools
Quelle	In: Participatory Educational Research, 9 (2022) 4, S.172-189 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Turan, Zeynep) ORCID (Kucuk, Sevda) ORCID (Karabey, Sinem Cilligol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Preservice Teachers; Intention; Educational Games; Student Attitudes; Usability; Value Judgment; Self Efficacy; Psychological Patterns; Anxiety; Computer Games; Educational Technology; Web 2.0 Technologies; Correlation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Schülerverhalten; Werturteil; Self-efficacy; Selbstwirksamkeit; Angst; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Korrelation; Ausland; Türkei
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 preservice 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. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01