Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification

Filomachi Spathopoulou; Konstantinos M. Pitychoutis

doi:10.30935/cedtech/18273

Filomachi Spathopoulou ¹ ^* , Konstantinos M. Pitychoutis ¹

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CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep647

https://doi.org/10.30935/cedtech/18273

Submitted: 11 January 2026, Published Online: 30 March 2026

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Abstract

This quantitative study explores Greek secondary-school students’ perceptions of gamified English language learning through an acceptance-first lens that combines the technology acceptance model and the unified theory of acceptance and use of technology. Data were collected from 138 students using a structured questionnaire adapted into Greek following the International Test Commission guidelines for translating and adapting tests (2017) and validated through internal-consistency analysis and confirmatory factor modelling. The instrument captures perceived usefulness (PU), behavioral intention (BI), engagement, and time-on-task as mediating constructs linking game design to acceptance outcomes. Game elements such as points, leaderboards, timed rounds, and narrative framing were evaluated for their relevance to classroom goals and learner motivation. Findings show that PU strongly predicts BI, while engagement functions as a key mediator between design and acceptance. Age and digital literacy emerge as moderating variables, shaping both motivation and uptake. Overall, the results underscore that the pedagogical effectiveness of gamification lies not in the mere inclusion of game elements, but in their deliberate alignment with cognitive and affective dimensions of learning.

Keywords: gamification, English as a foreign language, technology acceptance, perceived usefulness, behavioral intention, unified theory of acceptance and use of technology

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Citation

Spathopoulou, F., & Pitychoutis, K. M. (2026). Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification. Contemporary Educational Technology, 18(2), Article ep647. https://doi.org/10.30935/cedtech/18273

Spathopoulou, F., and Pitychoutis, K. M. (2026). Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification. Contemporary Educational Technology, 18(2), ep647. https://doi.org/10.30935/cedtech/18273

Spathopoulou F, Pitychoutis KM. Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification. CONT ED TECHNOLOGY. 2026;18(2), ep647. https://doi.org/10.30935/cedtech/18273

Spathopoulou, Filomachi, and Konstantinos M. Pitychoutis. "Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification". Contemporary Educational Technology 2026 18 no. 2 (2026): ep647. https://doi.org/10.30935/cedtech/18273

Spathopoulou, Filomachi et al. "Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification". Contemporary Educational Technology, vol. 18, no. 2, 2026, ep647. https://doi.org/10.30935/cedtech/18273

Spathopoulou F, Pitychoutis KM. Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification. CONT ED TECHNOLOGY. 2026;18(2):ep647. https://doi.org/10.30935/cedtech/18273