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STUDENT TEACHERS’ INTENTION TO USE GAMIFICATION

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

Universidad Europea de Valencia (Laureate International University) (SPAIN)
Gamification is both a promising but a challenging tool for teachers willing to implement technological game-based innovations in their courses. Especially student teachers might face difficulties when choosing and designing materials for their courses because of their lack of experience. Previous academic research has analyzed the difficulties that teachers experience when tasked with the design of a serious game. Student teachers’ intrinsic motivation towards educational games has also been explored. Nevertheless few research has analyzed factors contributing student teachers’ intention to use gamification in their courses. Using a Technology Acceptance Model (TAM) approach this study analyzes the role of perceived usefulness and perceived ease of use in student teachers’ intention to use gamification. The role of media affinity is also analyzed using a sample of student teachers enrolled in a Postgraduate Certificate in Education (PGCE) at a private university in Spain. Student teachers completed a 10 hour seminar on gamification in which they designed a gamified learning activity as part of their PGCE. Data via a questionnaire was gathered once the seminar was ended. Main results suggest that student teachers’ perceived usefulness and perceived ease of use of gamification correlates with their intention to use gamification in their courses while media affinity has no significant effect in their intention. Limitations of the study and managerial implications for managers of PGCE programs are discussed.