Analysis of the pedagogical factors influencing the use and effectiveness of a game-based learning app from teachers’ perspectives

Esteban Vázquez-Cano; Paz Díez-Arcón; Carolina Pascual-Moscoso; Mercedes Quero-Gervilla

doi:10.24059/olj.v30i3.4866

Authors

Esteban Vázquez-Cano UNED (Universidad Nacional de Educación a Distancia)
Paz Díez-Arcón UNED (Universidad Nacional de Educación a Distancia)
Carolina Pascual-Moscoso Regional Ministry of Education of the Principality of Asturias
Mercedes Quero-Gervilla UNED (Universidad Nacional de Educación a Distancia)

DOI:

https://doi.org/10.24059/olj.v30i3.4866

Keywords:

game-based learning, app, satisfaction, efficacy, pre-university education

Abstract

This study sought to identify key determinants influencing teachers' satisfaction with the use of a game-based learning application in pre-university education. To achieve this objective, a comprehensive research methodology was employed, integrating components from three theoretical frameworks: the Information Systems Success Model (ISSM), the Technology Acceptance Model (TAM), and the Unified Theory of Acceptance and Use of Technology (UTAUT). The analysis utilized a triangulated approach, leveraging structural equation modeling through SmartPLS 2.0.M3. Empirical data were gathered from a sample of 212 Spanish educators. Results showed that participants were well disposed towards the app and positive about the use of a game-based learning app when its design was clearly curriculum oriented and delivered on the essential curricular elements of content, competences, and education in values. As a predictor of efficacy, participants also appreciated the connection between the challenges students overcame to use the app and the assessment criteria established in the curriculum. Finally, the results for factor invariance were met for the variable of gender but not for age in teachers aged over 45.

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