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FACTORS CONTRIBUTING STUDENT TEACHERS’ SATISFACTION WITH GAMIFICATION

A. Galbis-Cordova, C. Queiro-Ameijeiras, A. Sanchez-Mena, J. Martí-Parreño, J.A. Alvarez-Jareño

Universidad Europea de Valencia (Laureate International University) (SPAIN)
This work was supported by Laureate International Universities through the David A. Wilson Award for Excellence in Teaching and Learning under Grant LIU-WIL2015.

Teachers play a key role in introducing pedagogical innovations in the classroom, especially technology-related innovations such as gamification. Previous research found that teachers who approach the use of technology-related innovations in their courses might stop using these innovations because of different factors contributing dissatisfaction. As satisfaction is a key factor to predict individuals continue usage of a system this paper focuses in key factors contributing student teachers’ satisfaction with the use of gamification. To do so a research model is used to explore how student teachers’ perceived usefulness and perceived ease of use of gamification affects their satisfaction with the use of gamification as a teaching tool. Regression analysis on data gathered from student teachers enrolled in a Postgraduate Certificate in Education (PGCE) program suggests that the correlation between student teachers’ perceived usefulness and satisfaction and student teachers’ perceived ease of use and satisfaction is high and positive. Results also suggest that age affects student teachers’ perceived usefulness of gamification with older students showing a lower perceived usefulness of gamification. Limitations of the study and managerial implications for managers of PGCE programs are discussed.