Literaturnachweis - Detailanzeige
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 |
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 |
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 |