Learning through Gamification as perceived by Educators: A Survey-based Analysis of Affecting and Mediating Factors using SEM

Gamification of education has gained increasing interest for its potential to enhance the concentration and engagement of students and improve their performances but also reduce frustration and lack of motivation during learning contexts. Despite this growing interest, previous literature already shows a general lack of clear understanding of educators' perceptions regarding the use of online educational games. This research investigates the attitude of educators in accepting technology and online educational games in their teaching. It collected data through questionnaires targeting educators of different academic domains, both pre and in-service. These questionnaires dealt with variables of skill, attention, perceived learning, confidence, and satisfaction while engagement was a mediating variable. SEM analysis, a statistical approach that is used for researchers to explore and analyze the relationships between observed variables and identify constructs, examined these factors to identify the underlying drivers of educator acceptance of educational gaming. Attention, confidence, skill, and engagement were found to have a direct positive effect on perceived learning, while engagement both partially mediates with the variables of attention and confidence and has a full mediation with satisfaction. These relationships revealed that engagement plays a crucial role in many pathways, but skill and confidence appeared to have strong direct effects on perceived learning outcomes.