Universität zu Köln

Leiss, Laura ORCID: 0009-0000-0373-5801, Großschedl, Jörg ORCID: 0000-0002-7943-4818, Wilde, Matthias, Fränkel, Silvia ORCID: 0000-0002-9250-8172, Becker-Genschow, Sebastian ORCID: 0000-0002-2461-0992 and Großmann, Nadine ORCID: 0000-0003-0997-5624 (2025). Gamification in education—teachers’ perspectives through the lens of the theory of planned behavior. Frontiers in Psychology, 16. pp. 1-17. Frontiers. ISSN 1664-1078

PDF fpsyg-16-1571463.pdf Bereitstellung unter der CC-Lizenz: Creative Commons Attribution. Download (1MB)

Abstract

[Artikel-Nr. 1571463] Introduction: Gamification has become an important topic in research, as it is increasingly applied in school lessons. However, gamification is still evolving as a research field, and the investigation of the conditions for and effects of its application on students is just beginning. Previous research on teacher-related conditions for the successful implementation of gamification often lacks a theoretical foundation. The current study aims to close this gap by using the theory of planned behavior to explore teacher variables that impact the use of gamification in class. Methods: For this purpose, 196 teachers (41.80 ± 10.90 years; 70.9% female) were surveyed regarding the constructs anchored in this theory in an online questionnaire. Results and discussion: The results reveal that teachers’ attitude toward gamification, their perceived subjective norm, and their perceived self-efficacy regarding the implementation of gamification are important predictors of their intention to use gamification in class. However, none of these variables predicted the actual application of gamification in class. Instead, we found mediating effects of teachers’ intention in the relationship between their attitude and behavior. In addition, moderating effects of self-efficacy were observed in the relationship between attitude and intention. Beyond these moderations, intention was found to be a direct predictor of behavior. Our results provide important insights for promoting the application of gamification in schools and for designing teacher training measures.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Leiss, Laura UNSPECIFIED https://orcid.org/0009-0000-0373-5801 UNSPECIFIED Großschedl, Jörg UNSPECIFIED https://orcid.org/0000-0002-7943-4818 UNSPECIFIED Wilde, Matthias UNSPECIFIED UNSPECIFIED UNSPECIFIED Fränkel, Silvia UNSPECIFIED https://orcid.org/0000-0002-9250-8172 UNSPECIFIED Becker-Genschow, Sebastian UNSPECIFIED https://orcid.org/0000-0002-2461-0992 UNSPECIFIED Großmann, Nadine UNSPECIFIED https://orcid.org/0000-0003-0997-5624 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-799085
Identification Number:	10.3389/fpsyg.2025.1571463
Journal or Publication Title:	Frontiers in Psychology
Volume:	16
Page Range:	pp. 1-17
Date:	27 March 2025
Publisher:	Frontiers
ISSN:	1664-1078
Language:	English
Faculty:	Faculty of Mathematics and Natural Sciences
Divisions:	Faculty of Mathematics and Natural Sciences > Department of Mathematics and Science Education > Institute of Biology Education
Subjects:	Education Life sciences
Uncontrolled Keywords:	Keywords Language gamification English theory of planned behavior English intentions English teacher behavior English attitude English
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/79908