Gamification for promoting acceptance of an online learning environment among teachers

This study examines the impact of a gamified approach on acceptance of an online learning environment among teachers. It uses two predictors of TAM3's Behavioural Intention, namely Perceived Usefulness and Perceived Ease of Use, in combination with a construct specifically related to gamification, i.e., Teacher's Gamification Competence. Thirty teachers attending an online teacher training path expressed their reaction to the course by completing surveys. The results of group comparison (players vs non-players) showed that teachers who completed the gamified activity had a higher level of Perceived Ease of Use and Perceived Usefulness than those who completed the control activity. From that analysis, however, insufficient evidence emerged to maintain that the gamified activity contributed in promoting greater acceptance of the Open Online Tool (OOT) in question than the non-gamified control activity did. The results of correlation analysis showed that Perceived Ease of Use was positively correlated to Perceived Usefulness; in addition, Teacher's Gamification Competence was positively correlated to Perceived Ease of Use.