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Faculty Attitudes Toward Gamificatio...

Bishop, Jasmine Rezapour,

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Faculty Attitudes Toward Gamification and Game-Based Learning Within Their Online Teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty Attitudes Toward Gamification and Game-Based Learning Within Their Online Teaching // Jasmine Rezapour Bishop.
Author:	Bishop, Jasmine Rezapour,
Description:	1 electronic resource (190 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31994201
ISBN:	9798310398870

Faculty Attitudes Toward Gamification and Game-Based Learning Within Their Online Teaching /
Bishop, Jasmine Rezapour,

Faculty Attitudes Toward Gamification and Game-Based Learning Within Their Online Teaching /Jasmine Rezapour Bishop. - 1 electronic resource (190 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

Gamification and game-based learning (GBL) continue to gain attention in higher education for their potential to enhance student engagement, motivation, and learning outcomes. Despite this growing interest, faculty adoption of gamification in online teaching remains limited. Understanding the factors related to adoption can support more effective implementation in digital learning environments.This study explored the relationships among key variables shaping faculty attitudes toward gamification and GBL in online courses at four-year public universities. A quantitative, survey-based design was used, grounded in the Combined Technology Acceptance Model and Theory of Planned Behavior (C-TAM-TPB). The study examined how political climate (PC), anxiety (ANX), and institutional gamification readiness (IGR) were related to perceived usefulness (PUG) and perceived ease of use (PEUG), and how these, in turn, related to attitudes toward gamification (ATG), subjective norms (SN), and intention to use gamification (IUG).Results revealed significant relationships between PC and ANX with PUG, while IGR was not significantly related to PUG. However, IGR was significantly related to PEUG, highlighting the role of institutional readiness in shaping faculty perceptions of usability. A mediation analysis confirmed that PUG partially mediated the relationship between PEUG and ATG, suggesting that ease of use strengthens the connection between usefulness and attitudes.Faculty were more likely to report favorable attitudes when they found gamification both easy to use and useful. The strongest relationship was identified between ATG and IUG, while SN did not show a significant relationship with intention. These results suggest that faculty decisions regarding gamification are more closely related to personal judgments of value and usability than to peer expectations or institutional mandates.This study contributes to the literature on instructional innovation in higher education by identifying key relational dynamics associated with gamification adoption. The findings underscore the importance of ease of use, faculty autonomy, and supportive institutional conditions in fostering adoption within online teaching. Future research should examine disciplinary differences, long-term impacts on student learning, and how institutional incentives relate to sustained faculty engagement.

English

ISBN: 9798310398870Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Faculty attitudes

Faculty Attitudes Toward Gamification and Game-Based Learning Within Their Online Teaching /
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520 $a Gamification and game-based learning (GBL) continue to gain attention in higher education for their potential to enhance student engagement, motivation, and learning outcomes. Despite this growing interest, faculty adoption of gamification in online teaching remains limited. Understanding the factors related to adoption can support more effective implementation in digital learning environments.This study explored the relationships among key variables shaping faculty attitudes toward gamification and GBL in online courses at four-year public universities. A quantitative, survey-based design was used, grounded in the Combined Technology Acceptance Model and Theory of Planned Behavior (C-TAM-TPB). The study examined how political climate (PC), anxiety (ANX), and institutional gamification readiness (IGR) were related to perceived usefulness (PUG) and perceived ease of use (PEUG), and how these, in turn, related to attitudes toward gamification (ATG), subjective norms (SN), and intention to use gamification (IUG).Results revealed significant relationships between PC and ANX with PUG, while IGR was not significantly related to PUG. However, IGR was significantly related to PEUG, highlighting the role of institutional readiness in shaping faculty perceptions of usability. A mediation analysis confirmed that PUG partially mediated the relationship between PEUG and ATG, suggesting that ease of use strengthens the connection between usefulness and attitudes.Faculty were more likely to report favorable attitudes when they found gamification both easy to use and useful. The strongest relationship was identified between ATG and IUG, while SN did not show a significant relationship with intention. These results suggest that faculty decisions regarding gamification are more closely related to personal judgments of value and usability than to peer expectations or institutional mandates.This study contributes to the literature on instructional innovation in higher education by identifying key relational dynamics associated with gamification adoption. The findings underscore the importance of ease of use, faculty autonomy, and supportive institutional conditions in fostering adoption within online teaching. Future research should examine disciplinary differences, long-term impacts on student learning, and how institutional incentives relate to sustained faculty engagement.
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