The Moderation Effect of Teachers’ experience and Biography on Their Intention to Use the Gamification in Online Learning Activities

The Moderation Effect of Teachers’ experience and Biography on Their Intention to Use the Gamification in Online Learning Activities

The Moderation Effect of Teachers’ experience and Biography on Their Intention to Use the Gamification in Online Learning Activities

Mutlaq Ayed Alosaimi, Irfan Naufal Umar, Siti Nazleen Abdul Rabu

Abstract

"The world is rapidly moving toward implementing different technological innovations and the Internet in learning by providing effective educational platforms. These can significantly aid teachers in helping students achieve the set learning objectives and enhance students' academic performance. In Saudi Arabia, the Ministry of Education has launched the "Future Gate Program" project as one of the national transformation initiatives toward realising digital education for several purposes. This study investigates the impact of the teachers' biography (age, gender) and experience on their intention to use gamification throughout other performance factors by implementing the 'Future Gate' application in learning. This study considers two theoretical frameworks, including UTAUT2 and TTF, to develop the proposed model in this study, which investigates the moderation effect of teachers' experience and biography on their intention to use gamification in online learning activities. The quantitative research design has examined teachers' perceptions about their intention to adopt the Future Gate platform. Moreover, using a cross-sectional statistical modelling technique, Structural Equation Modelling (SEM) is used to assess the relationship between the study's constructs. The results showed that 'age' has a significant, negative moderating effect on 'Habit and Intention to Use' (ß = - 0.365, t-value = 4.690, p-value <0.001). Likewise, the effect of 'Performance Expectancy' on 'Intention to Use' is negatively moderated by the respondents' experience (ß = -0.129, t-value = 2.165, p-value = 0.031). However, gender showed no significant moderating effect between the independent variables of the study (PE, EE, SI, HM, and H) and Intention to Use. Accordingly, teachers' intention to use showed a significant negative impact due to their age and habit. Also, previous experience with performance expectations negatively influences the intention to use."

Reference

Alosaimi, M. A., Umar, I. N., & Abdul Rabu, S. N. (2023). The moderation effect of teachers' experience and biography on their intention to use gamification in online learning activities. Journal of Theoretical and Applied Information Technology, 101(11), 3400-3410. Retrieved from https://www.jatit.org/volumes/Vol101No11/29Vol101No11.pdf

Keywords

Education, Technology, Distant Learning