Teacher perceptions on the use of digital gamified learning in tourism education: The case of South African secondary schools

Computers and Education

Volumn 111, Issue , 2017, Pages 172-190

  Adukaite, Asta ^a   van Zyl, Izak ^b   Er, Şebnem ^c   Cantoni, Lorenzo ^a  

^a UNIVERSITY OF LUGANO   (Switzerland)

^b CAPE PENINSULA UNIVERSITY OF TECHNOLOGY   (South Africa)

^c UNIVERSITY OF CAPE TOWN   (South Africa)

Author keywords

Gamification; Secondary education; South Africa; Structural equation model; Technology acceptance

Indexed keywords

BEHAVIORAL RESEARCH; CURRICULA; DEVELOPING COUNTRIES; E-LEARNING; TEACHING;

BEHAVIOURAL INTENTIONS; GAMIFICATION; LEARNING OPPORTUNITY; PERCEIVED PLAYFULNESS; SOUTH AFRICA; STRUCTURAL EQUATION MODELING; STRUCTURAL EQUATION MODELLING; TECHNOLOGY ACCEPTANCE;

EDUCATION;

EID: 85018595242     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2017.04.008     Document Type: Article

References (107)

1. Adukaite, A., Cantoni, L., Raising awareness and promoting informal learning on world heritage in Southern Africa. The case of WHACY, a Gamified ICT-enhanced Tool. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(2), 2016, 50.
2. Adukaite, A., van Zyl, I., Cantoni, L., The role of digital technology in tourism education: A case study of South African secondary schools. Journal of Hospitality, Leisure, Sport & Tourism Education 19 (2016), 54–65.
3. Agbatogun, A.O., Self-concept, computer anxiety, gender and attitude towards interactive computer technologies: A predictive study among nigerian teachers. International Journal of Education and Development Using Information and Communication Technology (IJEDICT) 6:2 (2010), 1–14.
4. Airey, D., Tribe, J., Benckendorff, P., Xiao, H., The managerial gaze the long tail of tourism education and research. Journal of Travel Research 54:2 (2015), 139–151.
5. Allais, S., How does matric measure the health of our education system?. 2014, Public Positions at the University of the Witwatersrand, Centre for Researching Education and Labour School of Education Retrieved from: http://goo.gl/oFaeXU.
6. Amory, A., Learning to play games or playing games to learn? A health education case study with Soweto teenagers. Australasian Journal of Educational Technology 26:6 (2010), 810–829.
7. Cantoni, L., Kalbaska, N., Inversini, A., eLearning in tourism and hospitality: A map. Journal of Hospitality, Leisure, Sport & Tourism Education 8:2 (2009), 148–156.
8. Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., et al. Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology 46:2 (2015), 391–411.
9. Azarfam, A.Y., Jabbari, Y., Dealing with teachers' technophobia in classroom. Advances in Asian Social Science 2:2 (2012), 452–455.
10. Bandura, A., Self-efficacy: Towards a unifying theory of behavioural change. Psychological Review 84:2 (1977), 191–215.
11. Bandura, A., Social foundations of thought and action: A social cognitive theory. 1986, Prentice-Hall, Englewood Cliffs, NJ.
12. Becker, K., Digital game based learning once removed: Teaching teachers. British Journal of Educational Technology 38:3 (2007), 478–488.
13. Bell, P., Bricker, L., Reeve, S., Zimmerman, H.T., Tzou, C., Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In LOST opportunities, 2013, Springer, Netherlands, 119–140.
14. Benckendorff, P., Lohmann, G., Pratt, M., Reynolds, P., Strickland, P., Whitelaw, P., Enhancing student learning outcomes with simulation-based pedagogies. Reiners, T., von Konsky, B.R., Gibson, D., Chang, V., Irving, L., Clarke, K., (eds.) Australasian society for computers in learning and tertiary education (ascilite), 2015, 618–620.
15. Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., Valcke, M., Acceptance of game-based learning by secondary school teachers. Computers & Education 67 (2013), 21–35.
16. Bourgonjon, J., Valcke, M., Soetaert, R., Schellens, T., Students' perceptions about the use of video games in the classroom. Computers & Education 54:4 (2010), 1145–1156.
17. Boyle, E.A., Hainey, T., Connolly, T.M., Gray, G., Earp, J., Ott, M., et al. An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education 94 (2016), 178–192.
18. Brod, C., Technostress: The human cost of the computer revolution. 1984, Mass.: Addison-Wesley.
19. Byrne, B.M., Structural equation modelling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing 1:1 (2001), 55–86.
20. Caton, K., On the practical value of a liberal education. Dredge, D., Airey, D., Gross, M.J., (eds.) The routledge handbook of tourism and hospitality education, 2015, 235–262.
21. Chili, N.S., Tourism education: Factors affecting effective teaching and learning of tourism in township schools. Journal of Human Ecology 41:1 (2013), 33–43.
22. Christy, K.R., Fox, J., Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women's math performance. Computers & Education 78 (2014), 66–77.
23. Chung, J., Tan, F.B., Antecedents of perceived playfulness: An exploratory study on user acceptance of general information-searching websites. Information & Management 41 (2004), 869–881.
24. Coetzee, D., Fox, A., Hearst, M.A., Hartmann, B., Should your MOOC forum use a reputation system?. Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing, 2014, ACM, 1176–1187.
25. Compeau, D.R., Higgins, C.A., Computer self-efficacy: Development of a measure and initial test. MIS Quarterly 19:2 (1995), 189–211.
26. Csikszentmihalyi, M., Flow: The psychology of optimal performance. 1990, Harper and Row, New York.
27. Cuffy, V., Tribe, J., Airey, D., Lifelong learning for tourism. Annals of Tourism Research 39:3 (2012), 1402–1424.
28. Curwood, J.S., Reader, writer, gamer: Online role-playing games as literary response. Gerber, H.R., Abrams, S.S., (eds.) Bridging literacies with videogames, 2014, Sense, Rotterdam, The Netherlands, 53–66.
29. Da Rocha Seixas, L., Gomes, A.S., De Melo Filho, I.J., Effectiveness of gamification in the engagement of students. Computers in Human Behavior 5 (2016), 48–63.
30. Davis, F., Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13:3 (1989), 319–340.
31. Davis, K., Singh, S., Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education 88 (2015), 72–83.
32. De Freitas, S., Oliver, M., How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?. Computers & Education 46:3 (2006), 249–264.
33. De Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., Poulovassilis, A., Learning as immersive experiences: Using the four dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology 41 (2010), 69–85.
34. De Grove, F., Bourgonjon, J., Van Looy, J., Digital games in the Classroom? A contextual approach to teachers' adoption intention of digital games in formal education. Computers in Human Behavior 28:6 (2012), 2023–2033.
35. De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., Valcke, M., Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education 58:2 (2011), 688–696.
36. De-Marcos, L., Garcia-Lopez, E., Garcia-Cabot, A., On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education 95 (2016), 99–113.
37. Denny, P., The effect of virtual achievements on student engagement. Proceedings of the SIGCHI conference on human factors in computing systems, 2013, ACM, 763–772.
38. Department of Basic Education (DBE), Curriculum Assessment Policy Statements (CAPS). 2011 Retrieved from http://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS).aspx.
39. Deterding, S., Dixon, D., Khaled, R., Nacke, L., From game design elements to gamefulness: Defining gamification. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, 2011, ACM, 9–15.
40. Dicheva, D., Dichev, C., Agre, G., Angelova, G., Gamification in education: A systematic mapping study. Educational Technology & Society 18:3 (2015), 1–14.
41. Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez Herráiz, J.J., Gamifying learning experiences: Practical implications and outcomes. Computers & Education 63 (2013), 380–392.
42. Dredge, D., Benckendorff, P., Day, M., Gross, M., Walo, M., Weeks, P., et al. Drivers of change in tourism, hospitality, and event management Education: An australian perspective. Journal of Hospitality & Tourism Education 25:2 (2013), 89–102.
43. Egenfeldt-Nielsen, S., Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia 16:3 (2007), 263–281.
44. Ekizoglu, N., Ozcinar, Z., The relationship between the teacher candidates' computer and internet based anxiety and perceived self-efficacy. Procedia – Social and Behavioral Sciences 2:2 (2010), 5881–5890.
45. ESA (Entertainment Software Association), 2015 essential facts about the computer and video game industry. 2015 Retrieved from: http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf.
46. Fishbein, M., Ajzen, I., Belief, attitude, intention, and Behavior: An introduction to theory and research. 1975, Addison-Wesley, Reading, MA.
47. Fitzgerald, H.E., Bruns, K., Sonka, S.T., Furco, A., Swanson, L., The centrality of engagement in higher education. Journal of Higher Education Outreach and Engagement 16:3 (2012), 7–28.
48. Fornell, C., Larcker, D.F., Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18:1 (1981), 39–50.
49. Grussendorf, S., Booyse, C., Burroughs, E., What's in the CAPS package? A comparative study of the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS) Further Education and Training (FET) phase, Overview report., 2014 Retrieved from http://www.umalusi.org.za/docs/reports/2014/overview_comparitive_analysis.pdf.
50. Hair, J.F., Anderson, R.E., Tatham, R.L., Black, W.C., Multivariate data analysis with readings. 1998, Prentice-Hall, Englewood Cliffs.
51. Hamari, J., Koivisto, J., Sarsa, H., Does gamification work? A literature review of empirical studies on gamification. 2014 47th Hawaii international conference on system sciences, 2014, IEEE.
52. Hamari, J., Nousiainen, T., Why do teachers use game-based learning Technologies? In the role of individual and institutional ICT readiness. Proceedings of the 48th annual Hawaii international conference on system sciences (HICSS), 2015 (Hawaii, USA).
53. Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T., Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior 54 (2016), 170–179.
54. Hanus, M.D., Fox, J., Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education 80 (2015), 152–161.
55. Harrison, D., Educating tourism students in the South Pacific: Changing cultures, changing economies. 2015, The Routledge Handbook of Tourism.
56. Heinssen, R.K. Jr., Glass, C.R., Knight, L.A., Assessing computer anxiety: Development and validation of the computer anxiety rating scale. Computers in Human Behavior 3 (1987), 49–59.
57. Hew, K.F., Huang, B., Chu, K.W.S., Chiu, D.K.W., Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education 92–93 (2016), 221–236.
58. Hsu, H.C.C., Tourism and hospitality education in Asia. Dredge, D., Airey, D.D., Gross, M.J., (eds.) The routledge handbook of tourism and hospitality education, 2015, 197–209.
59. Huang, R.T., Jang, S.J., Machtmes, K., Deggs, D., Investigating the roles of perceived playfulness, resistance to change and self-management of learning in mobile English learning outcome. British Journal of Educational Technology 43 (2012), 1004–1015.
60. International Monetary Fund, World Economic Outlook: Uneven Growth—Short - and Long-Term Factors. Washington (April), 2015 Retrieved from http://goo.gl/YccTTB.
61. Jagger, S., Siala, H., Sloan, D., It's all in the game: A 3D learning model for business ethics. Journal of Business Ethics, 2015, 1–21.
62. Joo, Y.J., Lim, K.Y., Kim, N.H., The effects of secondary teachers' technostress on the intention to use technology in South Korea. Computers & Education 95 (2016), 114–122.
63. Kapp, K.M., The gamification of learning and instruction: Game-based methods and strategies for training and education. 2012, Pfeiffer, San Francisco.
64. Kebritchi, M., Hirumi, A., Bai, H., The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education 55 (2010), 427–443.
65. Kenny, R.F., McDaniel, R., The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology 42:2 (2011), 197–213.
66. Ketelhut, D.J., Schifter, C.C., Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers and Education 56:2 (2011), 539–546.
67. Kline, R.B., Principles and practice of structural equation modelling. 2nd ed., 2005, Guilford Press, New York.
68. Koutromanos, G., Avraamidou, L., The use of mobile games in formal and informal learning environments: A review of the literature. Educational Media International 51:1 (2014), 49–65.
69. Lai, H.M., Chen, C.P., Factors influencing secondary school teachers' adoption of teaching blogs. Computers & Education 56:4 (2011), 948–960.
70. Legris, P., Ingham, J., Collerette, P., Why do people use information technology? A critical review of the technology acceptance model. Information and Management 40:3 (2003), 191–204.
71. Leso, T., Peck, K.L., Computer anxiety and different types of computer courses. Journal of Educational Computing Research 8:4 (1992), 469–478.
72. Lewis, A., Rationalizing a tourism curriculum for sustainable tourism development in small island states: A stakeholder perspective. Journal of Hospitality, Leisure, Sport and Tourism Education 4:2 (2005), 4–15.
73. Li, S.C.S., Huang, W.C., Lifestyles, innovation attributes, and teachers' adoption of game-based learning: Comparing non-adopters with early adopters, adopters and likely adopters in Taiwan. Computers & Education 96 (2016), 29–41.
74. Mayaka, M.A., Akama, J.S., Challenges for tourism, hospitality and events higher education curricula in sub-saharan Africa: The case of Kenya. Dredge, D., Airey, D., Gross, M.J., (eds.) The routledge handbook of tourism and hospitality education, 2015, 235–262.
75. Mayer, R.E., Computer games for learning. An evidence-based approach. 2014, MIT Press, Cambridge, MA.
76. Mekler, E.D., Brühlmann, F., Opwis, K., Tuch, A.N., Do points, levels and leaderboards harm intrinsic motivation?: an empirical analysis of common gamification elements. In proceedings of the first international conference on gameful design, research, and applications, 2013, ACM, 66–73.
77. Moon, J., Kim, Y., Extending the TAM for a world-wide-web context. Information & Management 38:4 (2001), 217–230.
78. O'Donovan, S., Gain, J., Marais, P., A case study in the gamification of a university-level games development course. In proceedings of the South african institute for computer scientists and information technologists conference, 2013, October, ACM, 242–251.
79. Padilla-Meléndez, A.D., Aguila-Obra, A.R., Garrido-Moreno, A., Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers & Education 63 (2013), 306–317.
80. Paraskeva, F., Mysirlaki, S., Papagianni, A., Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education 54:2 (2010), 498–505.
81. Prensky, M., Computer games and learning: Digital game-based learning. Handbook of Computer Game Studies 18 (2005), 97–122.
82. PricewaterhouseCoopers, Entertainment and media outlook: 2015–2019. 2015 South Africa – Nigeria – Kenya. Retrieved from: https://www.pwc.co.za/en/assets/pdf/entertainment-and-media-outlook-2015-2019.pdf.
83. Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W., Duyck, P., Predicting secondary school teachers' acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior 27:1 (2011), 568–575.
84. Romero, M., Usart, M., Ott, M., Can serious games contribute to developing and sustaining 21st century skills?. Games and Culture 10:2 (2015), 148–177.
85. Rosseel, Y., lavaan: An R package for structural equation modelling. Journal of Statistical Software 48:2 (2012), 1–36.
86. Sefton-Green, J., Informal learning: Substance or style?. Teaching Education 14:1 (2003), 37–51.
87. Shah, M.M., Hassan, R., Embi, R., Technology acceptance and computer anxiety. Innovation management and technology research (ICIMTR), 2012 international conference on, 2012, IEEE, 306–309.
88. Shute, V.J., Ventura, M., Kim, Y.J., Wang, L., Video games and learning. Tierney, W.G., Corwin, Z., Fullerton, T., Ragusa, G., (eds.) Postsecondary play: The role of games and social media in higher education, 2014, John Hopkins University Press, Baltimore, MD, 217–235.
89. Smith, G., Cooper, C., Competitive approaches to tourism and hospitality curriculum design. Journal of Travel Research 39:1 (2000), 90–95.
90. South African Tourism, 2014 annual tourism report., 2015, South African Tourism Strategic Research Unit August 2015. Retrieved from: http://goo.gl/OxTsrk.
91. Strydom, J.F., Mentz, M., Kuh, G.D., Enhancing success in higher education by measuring student engagement in South Africa. Acta Academica 42:1 (2010), 259–278.
92. Su, C.H., Cheng, C.H., A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning 31:3 (2015), 268–286.
93. Sumak, B., Hericko, M., Pusnik, M., A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior 27:6 (2011), 2067–2077.
94. Tate, M., Evermann, J., Gable, G., An integrated framework for theories of individual attitudes toward technology. Information & Management 52 (2015), 710–727.
95. Teo, T., Technology acceptance in education. Research and issues. 2011, Rotterdam: Sense Publishers.
96. Teo, T., Milutinović, V., Zhou, M., Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers & Education 94 (2016), 77–88.
97. Titus, S., Ng'ambi, D., Exploring the use of digital gaming to improve student engagement at a resource poor institution in South Africa. European conference on games based learning, Vol. 2, 2014, Academic Conferences International Limited, 742.
98. Tribe, J., Balancing the vocational: The theory and practice of liberal education in tourism. Tourism and Hospitality Research 2:1 (2000), 9–25.
99. UNDP, United Nations Development Programme, Human development report 2015., 2015 Retrieved from: http://goo.gl/We8RGy.
100. Van Niekerk, M., Saayman, M., The influences of tourism awareness on the travel patterns and career choices of high school students in South Africa. Tourism Review 68 (2013), 19–33.
101. Van Zyl, I.J., Technology encounters and the symbolic narrative. Localising the ‘technology for development’ experience in South African education settings. Unpublished PhD dissertation, 2013, Università della Svizzera italiana.
102. Venkatesh, V., Bala, H., Technology acceptance model 3 and a research agenda on interventions. Decision Sciences 39:2 (2008), 273–315.
103. Venkatesh, V., Morris, M., Davis, G., Davis, F., User acceptance of information technology: Toward a unified view. MIS Quarterly 27:3 (2003), 425–478.
104. Walton, M., Pallitt, N., “Grand theft South Africa”: Games, literacy and inequality in consumer childhoods. Language and Education 26:4 (2012), 347–361.
105. Wang, Y.S., Wang, H.Y., Gender differences in the perception and acceptance of online games. British Journal of Educational Technology 39:5 (2008), 787–806.
106. Wang, Y.S., Wu, M.C., Wang, H.Y., Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology 40:1 (2009), 92–118.
107. Williams, D., A (brief) social history of video games. Vorderer, P., Bryant, P.J., (eds.) Playing computer Games: Motives, responses, and consequences, 2006, Lawrence Erlbaum, Mahwah, NJ.