Multifactor Network Analysis: Exploring the Cross-Educational Impacts on the Effectiveness of Gamification in English Teaching

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/62690094:18470/25:50021985

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Multifactor Network Analysis: Exploring the Cross-Educational Impacts on the Effectiveness of Gamification in English Teaching

Popis výsledku v původním jazyce

In the modern English education landscape, gamification has become a key transformative medium. However, research on gamified English teaching&apos;s impacts, particularly concerning school support and personal factors, remains limited. Existing studies primarily assess gamification&apos;s effectiveness through total scores, lacking insights into teachers&apos; 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&apos;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&apos; 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.

Název v anglickém jazyce

Multifactor Network Analysis: Exploring the Cross-Educational Impacts on the Effectiveness of Gamification in English Teaching

Popis výsledku anglicky

In the modern English education landscape, gamification has become a key transformative medium. However, research on gamified English teaching&apos;s impacts, particularly concerning school support and personal factors, remains limited. Existing studies primarily assess gamification&apos;s effectiveness through total scores, lacking insights into teachers&apos; 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&apos;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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Technology in Education

ISSN

2689-2758

e-ISSN

2689-2758

Svazek periodika

8

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

20

Strana od-do

45-64

Kód UT WoS článku

001422206400003

EID výsledku v databázi Scopus

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