Multifactor Network Analysis: Exploring the Cross-Educational Impacts on the Effectiveness of Gamification in English Teaching
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F25%3A50021985" target="_blank" >RIV/62690094:18440/25:50021985 - isvavai.cz</a>
Alternative codes found
RIV/62690094:18470/25:50021985
Result on the web
<a href="https://ijte.net/index.php/ijte/article/view/1518/pdf" target="_blank" >https://ijte.net/index.php/ijte/article/view/1518/pdf</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.46328/ijte.994" target="_blank" >10.46328/ijte.994</a>
Alternative languages
Result language
angličtina
Original language name
Multifactor Network Analysis: Exploring the Cross-Educational Impacts on the Effectiveness of Gamification in English Teaching
Original language description
In the modern English education landscape, gamification has become a key transformative medium. However, research on gamified English teaching's impacts, particularly concerning school support and personal factors, remains limited. Existing studies primarily assess gamification's effectiveness through total scores, lacking insights into teachers' perceptions at different educational levels on an item-level basis. This study aimed to explore how teacher-related factors and school support affect English teachers’ satisfaction and perceptions of gamification's effectiveness on learners’ motivation and language learning outcomes across educational levels. A nationwide sample of 615 English teachers (M = 42.5, SD = 9.37; 84.2% females) was analyzed using network analyses to examine individual factors' effects on total scores and item-level network relations. Comparing estimated networks revealed no relationship between gamification language learning outcomes and end-of-term grades, even after accounting for other factors. Moderate differences were found between educational levels regarding how frequency of use influences teachers’ perceptions of gamification, with significant differences when considering teachers’ age and teaching practice. However, school support and other teacher-related factors had no significant impact in both lower secondary and secondary education. These findings underscore the importance of contextual factors when implementing gamified approaches and evaluating their effectiveness in educational settings.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Technology in Education
ISSN
2689-2758
e-ISSN
2689-2758
Volume of the periodical
8
Issue of the periodical within the volume
1
Country of publishing house
US - UNITED STATES
Number of pages
20
Pages from-to
45-64
UT code for WoS article
001422206400003
EID of the result in the Scopus database
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