Understanding the adoption and usage of gamified web tools by K-12 teachers in Turkey: A structural equation model

Abstract

AbstractThe primary objective of this research is to elucidate the factors influencing the acceptance and use of gamified web tools among K-12 teachers in Turkey, according to the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003). The study employed a causal research design, which allowed for the investigation of cause-and-effect relationships between the variables. To analyze the collected data, both simple and multiple linear regressions, along with a structural equation model (SEM), were employed. The results of the analysis indicated that performance expectancy, effort expectancy, and social influence exerted positive effects on teachers’ behavioral intention to use gamified web tools. Additionally, behavioral intention and facilitating conditions demonstrated positive influences on the actual usage duration of these tools. The UTAUT constructs, namely performance expectancy, effort expectancy, social influence, and facilitating conditions, were treated as independent variables in this study. The research findings revealed a negative correlation between performance expectancy and teachers’ behavioural intention to adopt and accept gamification as an instructional tool in education. However, the study also identified a positive relationship between effort expectancy, social influence, facilitating conditions, and teachers’ behavioural intention to adopt and accept gamification. Furthermore, the study’s results suggest that the organizational variable exhibits a significant relationship with teachers’ behavioural intention to embrace and accept gamification as a teaching tool in education.