The Impact of Teacher Attitudes and Beliefs on the Integration of Gamified Learning: A Study of Key Attitudinal Variables

Authors

  • Yusra Jadallah Abed Khasawneh
  • Mohamad Ahmad Saleem Khasawneh

Keywords:

educational innovation; gamified learning; student engagement; teacher attitudes

Abstract

The present study aims to explore the perspectives of educators in Saudi Arabia regarding the implementation of gamified learning approaches and their impact on the incorporation of gamified elements within educational environments, specifically emphasizing student engagement. A comprehensive dataset was obtained from a heterogeneous sample of educators hailing from the Kingdom of Saudi Arabia (KSA) by employing a rigorous quantitative research methodology. The study used a questionnaire survey to collect data from 100 teachers. The findings of this study unveiled an encouraging inclination among these teachers toward adopting gamified pedagogical techniques as an effective means of instruction. This study elucidated a robust association between positive teacher attitudes and the successful incorporation of gamified elements within instructional frameworks, leading to heightened levels of student involvement. While the experience of teachers certainly plays a role, it is important to acknowledge that the influence of positive attitudes towards gamification outweighs this factor. The results of this study highlighted the profound impact that gamified learning can have on promoting student engagement, underscoring its potential to bring about transformative changes in the educational landscape. Furthermore, these findings emphasized the critical role of cultivating positive teacher attitudes in ensuring the successful integration of gamified learning strategies.

 

https://doi.org/10.26803/ijlter.23.10.17

References

Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in Psychology, 12, Article 736522. https://doi.org/10.3389/fpsyg.2021.736522

Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314–324. https://doi.org/10.1002/hbe2.195

Anderson, M. L. (2010). Neural reuse: A fundamental organizational principle of the brain. Behavioral and Brain Sciences, 33(4), 245–266. https://doi.org/10.1017/S0140525X10000853

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining “gamification” [Conference session]. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). https://doi.org/10.1145/2181037.2181040

Elyas, T., & Badawood, O. (2016). English language educational policy in Saudi Arabia post-21st century: Enacted curriculum, identity, and modernisation: A critical discourse analysis approach. In FIRE: Forum for International Research in Education, 3(3), 70–81. http://preserve.lehigh.edu/fire/vol3/iss3/3/

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Hafez, D. W. A., Salam, M. A., Farid, S., & Farouk, M. (2023). The impact of gamification intention to use in e-learning through student attitude: Evidence from Egyptian private higher education institutions (HIEs). SocioEconomic Challenges, 7(2), 67–77. https://doi.org/10.21272/sec.7(2).67-77.2023

Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work? A literature review of empirical studies on gamification [Conference session]. Proceedings of the 2014 47th Hawaii International Conference on System Sciences, January 6–9, 2014, Waikola, HI, USA (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Lin, J. (2022). The effects of gamification instruction on the roles of perceived ease of learning, enjoyment, and useful knowledge toward learning attitude. Turkish Online Journal of Educational Technology-TOJET, 21(2), 81–91. https://files.eric.ed.gov/fulltext/EJ1337923.pdf

Ministry of Education, Saudi Arabia, 2020

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, Article 103701. https://doi.org/10.1016/j.compedu.2019.103701

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Sagnier, C., Loup-Escande, E., Lourdeaux, D., Thouvenin, I., & Valléry, G. (2020). User acceptance of virtual reality: An extended technology acceptance model. International Journal of Human–Computer Interaction, 36(11), 993–1007. https://doi.org/10.1080/10447318.2019.1708612

Steinkuehler, C., & Duncan, S. (2008). Scientific habits of mind in virtual worlds. Journal of Science Education and Technology, 17, 530–543. https://doi.org/10.1007/s10956-008-9120-8

Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5?23. https://doi.org/10.1007/BF02504682

Wu, M. L., Zhou, Y., & Li, L. (2023). The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. Education and Information Technologies, 28(10), 12903–12918. https://doi.org/10.1007/s10639-023-11727-3

Downloads

Published

2024-10-30

Most read articles by the same author(s)