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A framework for adopting gamified learning systems in smart schools during COVID-19
Farazdaq Nahedh Alsamawi1, Sefer Kurnaz1
1Department of Electrical and Computer Engineering, IT Faculty, Altınbaş Üniversitesi, İstanbul, Turkey.
Applied Nanoscience
|June 22, 2021
Summary
Gamified learning systems (GLS) can reduce teacher and student anxiety. Individual and organizational factors, along with readiness and performance expectancy, predict GLS adoption in Iraqi smart schools.
Area of Science:
- Educational Technology
- Information Systems
- Psychology
Background:
- COVID-19 increased anxiety, highlighting the need for engaging educational tools.
- Gamified Learning Systems (GLS) offer potential for increased engagement and participation.
- Effective GLS deployment is lacking in developing countries' educational systems.
Purpose of the Study:
- To identify predictors of GLS adoption in Iraqi smart schools.
- To propose a framework for GLS implementation based on existing literature.
- To understand factors influencing teachers' and staff's intention to use GLS.
Main Methods:
- Data collected from 394 teachers and managerial staff in Iraqi smart schools.
- Partial Least Square (PLS) analysis used for data examination.
- A proposed framework integrating multiple theoretical perspectives.
Main Results:
- Individual and organizational factors significantly predict GLS usage.
- Satisfaction mediates the impact of individual and organizational factors on behavioral intention (BI).
- Readiness and performance expectancy are crucial for GLS adoption; gamification and self-efficacy act as moderators.
Conclusions:
- GLS adoption in Iraqi smart schools is influenced by individual, organizational, and technological factors.
- Recommendations provided for decision-makers to enhance GLS adoption.
- Findings offer insights into reducing anxiety and improving learning through gamification during crises like COVID-19.
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