Research Article
Filomachi Spathopoulou, Konstantinos M. Pitychoutis
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep647
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
Research Article
Nur Nabihah Mohamad Nizar, Hutkemri Zulnaidi, Annisaa Basar, Siti Zuraida Maaruf
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep531
ABSTRACT
The increasing prevalence of mobile augmented reality (MAR) has garnered attention in contemporary times. However, its application within educational settings remains largely untapped, primarily due to its predominant utilization in entertainment domains. MAR presents opportunities for augmenting learning experiences, fostering enhanced adaptability in educational methodologies, and enriching students’ academic endeavors. Therefore, this study aims to enhance the use of MAR and formulates a model of MAR usage for pre-service teachers. In the context of this study, MAR learning cardiovascular (MARLCardio) serves as an experimental tool for exemplifying the features of MAR. This study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM) as underpinning theories. This study was undertaken to determine factors that influence pre-service teachers’ attitude, acceptance, and their intention to continue using MAR in the learning process. Responses from 456 pre-service teachers through a survey were analyzed using structural equation modelling. Findings in this study found that pre-service teachers agree that facilitating condition play a crucial role in shaping pre-service teachers’ positive attitude and influencing their intention to continue using MAR. Meanwhile, performance expectancy plays a major role in ensuring pre-service teachers’ acceptance of using MAR in their learning process. It was anticipated that the formulated MAR structural model would offer insights and support forthcoming research endeavors aimed at fostering the sustainability of MAR utilization.
Keywords: mobile augmented reality, structural equation modelling, unified theory of acceptance and use of technology, technology acceptance model, expectation confirmation model