An Evaluation of the GamAnalytics Tool: Is the Gamification Analytics Model Ready for Teachers?

Abstract

In order to improve students' learning outcomes, researchers and practitioners have increasingly applied gamification in technology-enhanced learning environments. However, some studies in the literature have reported unexpected negative results with that. To avoid these unexpected outcomes in gamified learning systems, we proposed the ``gamification analytics model for teachers" in a previous study. This model allows teachers to monitor and adapt the gamification design in the run-time of the teaching-learning process. In this paper, we present the results obtained in an empirical study to assess teachers' perception and acceptance regarding the GamAnalytics tool, a tool developed based on our proposed model that allows teachers to monitor students' interaction with learning resources and game elements and adapt tailored missions for students in gamified educational systems. The results indicate that the teachers have significantly good behavioral intention to use our tool and good perception of its usefulness and ease of use. The teachers also indicated enjoyment, relevance, and self-efficacy, and that the tool does not cause anxiety.

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

“…The findings of the study show that the proposed research model is meaningful. The study reveals that perceived ease of use and perceived usefulness are effective on pre-service teachers in terms of developing an attitude towards using gamification tools as also proposed by the TAM model and the studies in the literature (Asiri, 2019;Dele-Ajayi et al, 2017;Hsu & Lu, 2007;Lee et al, 2012;Leng & Lada, 2011;Pektas & Kepceoglu, 2019;Sadaf et al, 2016;Tenório et al, 2020;Wong, 2016;Yoo et al, 2017). In addition to these two factors explaining the attitude by 70%, perceived usefulness has a more significant effect on attitude while perceived ease of use is less.…”