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Gamifying TPACK: The Application of a Design-Based Teaching Strategy to Enhance Teachers’ Intrinsic Motivation toward Effective Technology Integration
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, King Saud University, Saudi Arabia

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores how gamification techniques alter teachers’ intrinsic motivation, a prerequisite to sustainable technology integration. Using an experimental qualitative methodology, the researcher conducted a training session and survey among 49 in-service and pre-service teachers. Mann–Whitney U test scores revealed significant differences in intrinsic motivation and interest/enjoyment between gamified and non-gamified learning environments. However, there were no significant differences in other measures of intrinsic motivation. The positive effect on intrinsic motivation is presumed to be related not solely to gamification itself but to the joint effects of gamification and other factors related to the design of the workshop. The addition of gamification as a teaching strategy in this study along with the use of several design factors enhanced trainees’ intrinsic motivation and made their learning experiences enjoyable.

Citation

Alabbasi, D. (2017). Gamifying TPACK: The Application of a Design-Based Teaching Strategy to Enhance Teachers’ Intrinsic Motivation toward Effective Technology Integration. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2269-2279). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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