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Abstract: This study examines the impact of a gamified approach on acceptance of an online learning environment among teachers. It uses two predictors of TAM3's Behavioural Intention, namely Perceived Usefulness and Perceived Ease of Use, in combination with a construct specifically related to gamification, i.e., Teacher's Gamification Competence. Thirty teachers attending an online teacher training path expressed their reaction to the course by completing surveys. The results of group comparison (players vs non-players) showed that teachers who completed the gamified activity had a higher level of Perceived Ease of Use and Perceived Usefulness than those who completed the control activity. From that analysis, however, insufficient evidence emerged to maintain that the gamified activity contributed in promoting greater acceptance of the Open Online Tool (OOT) in question than the non-gamified control activity did. The results of correlation analysis showed that Perceived Ease of Use was positively correlated to Perceived Usefulness; in addition, Teacher's Gamification Competence was positively correlated to Perceived Ease of Use.
Keywords: gamification, online technologies, technology acceptance model, perceived ease of use, perceived usefulness, teachers' professional development
1.Introduction
Over the last two decades, online learning technologies have become widely used for training in both academic and professional settings, and teachers are required to use these tools for their teaching practices. However, to accept and use online learning technologies is not always easy for teachers. Moreover, becoming a digitally competent teacher means more than being acquainted with and able to use digital tools (technology). This involves constructing theoretical-practical knowledge that is closely interconnected with both the disciplinary (content) and methodological (pedagogy) teaching areas. The most widely accepted model for this is Technological Pedagogical Content Knowledge (TPAK) (Mishra and Koehler, 2006).
From the technological point of view, teachers are not always equipped with the competencies they need to use online learning technologies effectively for designing and implementing learning activities. Of even greater concern is that some teachers are reticent to adopt online learning technologies, whether for intrinsic or extrinsic reasons. In this scenario, professional development interventions become crucial to accompany teachers in the process of acquiring technological competencies. However, as suggested by Brinkerhoff (2006), "[a] variety of barriers relating to resources, institutional and administrative policies, skills development and attitudes can hinder the effectiveness of technology...