The Impact of Teacher Attitudes and Beliefs on the Integration of Gamified Learning: A Study of Key Attitudinal Variables

Yusra Jadallah Abed Khasawneh, Mohamad Ahmad Saleem Khasawneh

Abstract


The present study aims to explore the perspectives of educators in Saudi Arabia regarding the implementation of gamified learning approaches and their impact on the incorporation of gamified elements within educational environments, specifically emphasizing student engagement. A comprehensive dataset was obtained from a heterogeneous sample of educators hailing from the Kingdom of Saudi Arabia (KSA) by employing a rigorous quantitative research methodology. The study used a questionnaire survey to collect data from 100 teachers. The findings of this study unveiled an encouraging inclination among these teachers toward adopting gamified pedagogical techniques as an effective means of instruction. This study elucidated a robust association between positive teacher attitudes and the successful incorporation of gamified elements within instructional frameworks, leading to heightened levels of student involvement. While the experience of teachers certainly plays a role, it is important to acknowledge that the influence of positive attitudes towards gamification outweighs this factor. The results of this study highlighted the profound impact that gamified learning can have on promoting student engagement, underscoring its potential to bring about transformative changes in the educational landscape. Furthermore, these findings emphasized the critical role of cultivating positive teacher attitudes in ensuring the successful integration of gamified learning strategies.

 

https://doi.org/10.26803/ijlter.23.10.17


Keywords


educational innovation; gamified learning; student engagement; teacher attitudes

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References


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