Gamification in education—teachers’ perspectives through the lens of the theory of planned behavior

The results reveal that teachers' attitude toward gamification, their perceived subjective norm, and their perceived self-efficacy regarding the implementation of gamification are important predictors of their intention to use gamification in class. However, none of these variables predicted the actual application of gamification in class. Instead, we found mediating effects of teachers' intention in the relationship between their attitude and behavior. In addition, moderating effects of self-efficacy were observed in the relationship between attitude and intention. Beyond these moderations, intention was found to be a direct predictor of behavior. Our results provide important insights for promoting the application of gamification in schools and for designing teacher training measures.