Details

Autor(en) / Beteiligte

• Sánchez-Mena, Antonio
• Martí-Parreño, José

Titel

Drivers and Barriers to Adopting Gamification: Teachers' Perspectives

Ist Teil von

• Electronic journal of e-Learning, 2017-10, Vol.15 (5), p.434-443

Ort / Verlag

Reading: Academic Conferences International Limited

Erscheinungsjahr

2017

Quelle

EZB Electronic Journals Library

Beschreibungen/Notizen

• Hamari and Nousiainen's (2015) findings suggest that educational video game adoption is affected by teachers' perceived compatibility of Information and Communication Technologies (ICT) with teaching, teachers' perceived self-efficacy with ICT, teachers' perceived supportive ICT organizational culture, teachers' openness towards ICT, and teachers' perceived value of educational video games. [...]teachers' adoption of educational video games as a teaching methodology relies heavily not only on individual factors but also on social environment (e.g. supportive ICT organizational culture in the education institution) (Hamari and Nousiainen, 2015). Perceived lack of resources is expressed by a respondent as follows: 'Much more time is needed in the process of designing and planning the (gamified) teaching activities. [...]you need many more resources to deliver these activities' (M1/41) Several respondents reported physical classroom setting as a barrier for gamified classes: 'Case room type settings or classrooms with fixed seating are not conducive for simulations I use' (M2/60) The second identified theme -students' apathy- is related to teachers' beliefs about students' lack of interest in gamified courses as a consequence of students' lack of perceived usefulness of gamified courses: 'I just used gamification once in my courses because students felt they were wasting their time' (F4/51) This "perceived waste of time" was the most used concept to describe students' lack of interest in gamified courses: 'So many times the students are not used to gamified classes and they behave reluctantly to gamification because they feel they are wasting their time or they misunderstand the objectives addressed in the session when using gamification' (M3/34) Another important theme is related to the subject being taught. Because snowball sampling does not allow controlling the sample at a demographic level, the average age of participants is high therefore providing a biased perception of teachers' drivers and barriers when using gamification in Higher Education institutions. Because some cultures rank higher in individualism versus collectivism (Hofstede, 1991) more research is needed to gauge the cultural differences that affect the use of gamification as a teaching-learning methodology.