Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heng-Yu Ku

Abstract

The problem investigated was many junior high teachers do not consistently implement technology-based gamification (TBG) within class activities despite evidence showing it as a useful learning tool for student engagement. This study aimed to explore why junior high teachers do not consistently implement TBG and identify the barriers and potential solutions from teachers' perspectives. A modified technology acceptance model and diffusion of innovation theory were combined with cultural and local aspects to generate a comprehensive gamification acceptance model. A basic qualitative approach was suitable for the study. The research questions sought junior high teachers' perceptions about consistently implementing TBG, the obstacles, and the potential solutions. Seventeen teachers of four neighboring schools in western Canada formed the purposive sample for semistructured personal interviews. The method of data analysis was interpretive thematic coding. Study outcomes supported TBG's usefulness as a learning object and an engagement tool that offers students' sense of community. The data aiding TBG's ease of use indicated that teachers' experience, required preparation time, and technical support altered the TBG adoption rate. Also, internal and student-related pressures for teachers defined perceived social pressures and altered the TBG adoption rate. Teachers identified insufficient training as the main barrier and suggested that TBG standardization is the leading solution to inconsistent implementation of TBG. Principals may use the outcomes to remove the barriers for teachers. Districts directors can standardize TBG and measure teachers' practice with TBG. Such data may positively impact social change by supporting teachers to make informed decisions about removing barriers and improving the TBG adoption rate.

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