P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
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Pee - e iew unde esponsibili y o he o ganizing commi ee o HEAd´16
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2nd In e na ional Con e ence on Highe Educa ion Ad ances, HEAd´16, 21-23 June 2016,
València, Spain
Teache s’ A i ude owa ds and Ac ual Use o Gami ica ion
José Ma í-Pa eñoa, Diana Seguí-Masa,
*
Elies Seguí-Masb
aUni e sidad Eu opea de Valencia, A da. A agón, 30 (Edi icio Eu opa), Valencia 46021, Spain
bUni e si a Poli ècnica de València, CEGEA, Building 7J, Camí de Ve a, s/n, València 46022, Spain
Abs ac
Gami ica ion ep esen s an inno a i e and engaging me hodology o mo i a e s uden s and enhance hei lea ning p ocess.
Ne e heless despi e an inc easing academic in e es in gami ica ion o e he las yea s, eache s’ a i ude owa ds gami ica ion
and ac ual use o gami ica ion emains a neglec ed esea ch a ea. This explo a o y s udy aims o gain a be e knowledge o
eache s’ se ing in highe educa ion ins i u ions a i ude owa ds gami ica ion. Ac ual use o gami ica ion is also explo ed. Main
indings sugges only a small pe cen age o eache s (11.30%) use gami ica ion on a egula basis in hei cou ses al hough
eache s’ a i ude owa ds gami ica ion is posi i e and high. Resul s show no di e ences in use o gami ica ion by age, gende o
ype o ins i u ion (public o p i a e). Ne e heless he e is a signi ican mo e posi i e a i ude owa ds gami ica ion o eache s
se ing in p i a e uni e si ies han in public uni e si ies. Resul s e ealed no age dissimila i ies in use o a i ude owa ds
gami ica ion. Resul s also sugges an a i ude-use gap.
© 2016 The Au ho s. Published by Else ie L d.
Pee - e iew unde esponsibili y o he o ganizing commi ee o HEAd´16.
Keywo ds:Gami ica ion; a i ude; use; highe educa ion; gende ; age
1. In oduc ion
The use o games o games elemen s in educa ion is no new and can be aced back o he six ies when Piage
(1962) poin ed ou ha games could no only help child en o mas e hei en i onmen s bu also o c ea e he wo lds
o hei imagina ion. Games also encou age s uden s o play an ac i e ole in he lea ning p ocess hus suppo ing
* Co esponding au ho . Tel.: +34-912-115-052- Ex : 7732.
E-mail add ess: dianama ia.segui@uni e sidadeu opea.es
© 2016 The Au ho s. Published by Else ie L d. This is an open access a icle unde he CC BY-NC-ND license
(h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/).
Pee - e iew unde esponsibili y o he o ganizing commi ee o HEAd´16
683
José Ma í-Pa eño e al. / P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
ac i e lea ning, expe ien ial lea ning, and p oblem-based lea ning (Oblinge , 2004). P e ious esea ch has de ec ed
ha he use o games o games elemen s in he class oom can also enhance he class oom a mosphe e (Yang, 2012).
Mo eo e he use o ideo games in he class oom may be appealing and mo i a ing o he new gene a ions o
s uden s ha ha e g own up in he age o ideo games (Glo e , 2013). O he easons suppo ing gami ica ion
include he acili a ion o sca olded ins uc ion based on each indi idual s uden ’s needs (Hanus & Fox, 2015); he
immedia e and equen eedback ha games p o ide (Kapp, 2012); he capaci y o gi e s uden s he eedom o ail
wi hou ea when lea ning (Lee & Hame , 2011); and a ial-and-e o lea ning p ocess which makes mis akes
eco e able (Hanus & Fox, 2015). Despi e all he p omising ou comes ha migh be expec ed om gami ica ion,
eache s play a key ole o implemen new p ac ices and me hods in hei cou ses and li e a u e e iew clea ly
sugges ha se e al ac o s can p e en eache s o in oduce pedagogical inno a ions –and especially echnology-
ela ed inno a ions– in he class oom (Mum az, 2000). A i ude owa ds a a ge beha io (e.g. using gami ica ion) is
one o such key ac o s because a i ude is an impo an p edic o o an indi idual’s in en ion owa d pe o ming he
a ge beha io (Fishbein & Ajzen, 1975). Ve y li le is known abou eache s’ a i udes and ac ual use o
gami ica ion. To ill his esea ch gap his s udy main goal is o analyze: i) eache s’ a i ude owa ds gami ica ion,
and ii) eache s’ ac ual use o gami ica ion. The ole o gende , age, and ins i u ion ype (public s p i a e) is also
analyzed. This pape s uc u es as ollows: i s ly, we e iew li e a u e on gami ica ion and posi ou esea ch
ques ions. Secondly, me hod and esul s a e exposed. Finally, we add ess discussion, conclusions, limi a ions o he
s udy and u u e esea ch lines.
2. Gami ica ion
Su and Cheng (2015) de ine gami ica ion as “The use o game design elemen s and game mechanics in non-game
con ex s in o de o engage people and sol e p oblems” (p. 269). Li e a u e e iew sugges an inc easing in e es in
he use o gami ica ion in educa ion as a means o imp o e s uden s’ engagemen and lea ning ou comes (Cla k e
al., 2011). I has been s a ed ha he elemen s ha make games un –along wi h he na u e o games hemsel es– a e
in insically mo i a ing (McGonigal, 2011). The e o e applying game mechanics o he class oom may inc ease
s uden s’ in insic mo i a ion o lea n (Hanus & Fox, 2015). Games also o e a isual display o p og ess –e.g.
badges– (Kapp, 2012) and gi e s uden s he eedom o ail wi hou ea when lea ning (Lee & Hame , 2011).
Li e a u e e iew also e eals ha he use o games o games elemen s in educa ion has been applied ac oss all le els
o educa ion om p ima y schools (Su and Cheng (2015), o seconda y educa ion (Giannakos, 2013), and highe
educa ion (Dib & Adamo-Villani, 2014). Gami ica ion has been used o each a wide a ie y o subjec s ha ange
om ene gy educa ion (Yang, Chien, & Liu, 2012) o e e ina y educa ion (De Bie & Lipman, 2012), ci izenship
educa ion (Lim & Ong, 2012) o e en nano echnology (Blonde & Sakhnini, 2012). Despi e an inc easing esea ch
on gami ica ion one key d i e on gami ica ion implemen a ion in he class oom, he eache , emains nea ly
neglec ed in gami ica ion esea ch wi h ew esea ch ocused on hem (Pi ec & Pi ec, 2011).
3. Resea ch ques ions
Teache s play a key ole in in oducing pedagogical inno a ions in he class oom, especially echnology- ela ed
inno a ions (Ke elhu & Schi e , 2011; Mum az, 2000), so eache s will play a key ole in adop ing he use o
gami ica ion in hei cou ses based on hei a i ude owa ds gami ica ion. In o de o be e unde s and eache s’
ac ual use o gami ica ion we i s add ess eache s’ a i ude owa ds gami ica ion as a i ude is an impo an
p edic o o an indi idual’s beha io . Teache s’ ac ual use o gami ica ion is hen add essed. The ole o gende , age,
and ype o ins i u ion eache s a e se ing (public o p i a e) is also analyzed.
3.1. A i ude owa ds gami ica ion
A i ude e e s o an indi idual’s deg ee o e alua i e a ec owa d a a ge beha io (Fishbein & Ajzen, 1975).
The e o e a i ude is an impo an p edic o o an indi idual’s in en ion owa d pe o ming he a ge beha io .
A i ude owa ds gami ica ion can be concep ualized as he e alua i e a ec o use gami ica ion as a eaching
684 José Ma í-Pa eño e al. / P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
me hodology. We posi he ollowing esea ch ques ion in o de o gain a be e knowledge o eache s’ a i ude
owa ds gami ica ion:
RQ1: Do eache s se ing in highe educa ion ins i u ions show a posi i e a i ude owa ds gami ica ion?
3.2. Ac ual use o gami ica ion
Ac ual use o gami ica ion can p o ide use ul insigh s on he ole ha gami ica ion plays as a eaching
me hodology in oday’s highe educa ion. In o de o gain a be e knowledge o eache s’ ac ual use o gami ica ion
in highe educa ion ins i u ions we posi he ollowing esea ch ques ion:
RQ2: A e eache s se ing in highe educa ion ins i u ions using gami ica ion in hei cou ses?
3.3. Gende
Gende has been ound o play an impo an mode a ing ole in ideo game con ex s. Al hough gende di e ences
seems o diminish among younge gene a ions (ESA, 2015) boys usually ha e mo e posi i e a i udes owa ds ideo
gaming han gi ls (Bonanno & Komme s, 2008). Gende di e ences ha e also been obse ed du ing gameplay in an
educa ional con ex (B essle & Bodzin, 2013). The e o e we posi he ollowing esea ch ques ions:
RQ3a: Does gende a ec a i ude owa ds gami ica ion o eache s se ing in highe educa ion ins i u ions?
RQ3b: Does gende a ec ac ual use o gami ica ion o eache s se ing in highe educa ion ins i u ions?
3.4. Age
Age has been ound o be a key a iable in educa ion as olde eache s a e supposed o be mo e expe ienced han
younge ones. Ne e heless p e ious esea ch sugges ha age can nega i ely a ec he use o In o ma ion and
Communica ion Technologies (ICT) by olde eache s. Goodwyn e al (1997) ound ha o olde eache s ICT is
gene ally a h ea and he cause o much anxie y. As gami ica ion is a pedagogical inno a ion usually associa ed o
echnology (e.g. ideo games) we belie e ha age migh in uence eache s’ a i ude and ac ual use o gami ica ion.
The e o e he ollowing esea ch ques ions a e posi :
RQ4a: Does age a ec a i ude owa ds gami ica ion o eache s se ing in highe educa ion ins i u ions?
RQ4b: Does age a ec ac ual use o gami ica ion o eache s se ing in highe educa ion ins i u ions?
3.5. Type o ins i u ion
Public and p i a e highe educa ion ins i u ions di e in business models, cos s, and managemen . Because
gami ica ion migh imply addi ional cos s (e.g. eache s aining cou ses, new lea ning ma e ials), along wi h
di e en implemen a ion policies, o e en di e en eache s p o ile we add ess he ole o ype o ins i u ion (public
s p i a e) on eache s’ a i ude and ac ual use o gami ica ion posi ing he ollowing esea ch ques ions:
RQ5a: Does ype o ins i u ion a ec a i ude owa ds gami ica ion o eache s se ing in highe educa ion
ins i u ions?
RQ5b: Does ype o ins i u ion a ec ac ual use o gami ica ion o eache s se ing in highe educa ion
ins i u ions?
4. Me hod
Snowball sampling was used o selec ion o pa icipan s (Goodman, 1961; Bie nacki & Waldo , 1981).
Al hough snowball sampling is unlikely o ob ain a ep esen a i e sample because he e is no eal con ol o he
snowball e ec his o m o sampling is o en used when i is impossible o iden i y be o ehand all hose who migh
all in o he p ojec ’s ca ego y o in e es (Hall & Hall 1996; Winkle & Buckne 2006). Au ho s o wa ded he link
o an online su ey o colleagues se ing in highe educa ion ins i u ions encou aging hem bo h o ake he online
su ey and o o wa d he link o o he colleagues.
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José Ma í-Pa eño e al. / P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
4.1. Sample
A inal sample o 98 eache s se ing in highe educa ion ins i u ions comple ed he su ey. The a e age age o
esponden s is 43.87 yea s old and 56.25% o hem a e male. Table 1 summa izes demog aphic da a o he sample.
Table 1. Demog aphic da a o he sample.
Pe cen age
Means
Gende
Male
56.25
--
Female
43.75
--
Age
--
43.87
Type o uni e si y
Public
56.10
P i a e
43.90
N=98
4.2. Measu es
Th ee i ems we e adap ed om Da is e al (1989) o measu e a i ude owa d gami ica ion (e.g. “My a i ude
owa ds gami ica ion/educa ional games is posi i e”). Ac ual use was measu ed using ime pe iods ha ange om
“ne e ” o “mo e han 3 yea s”. Gende and ins i u ion ype we e measu ed as dicho omous a iables (male/ emale,
and public/p i a e).
5. Resul s
RQ1 add essed eache s’ a i ude owa ds gami ica ion. Resul s show ha eache s ind gami ica ion/educa ional
games a good idea (Mean=4.42/5) and a posi i e hing (Mean=4.35/5). In addi ion eache s ha e a a o able a i ude
owa ds gami ica ion (Mean=4.28/5) (see Table 2). RQ2 add essed eache s’ ac ual use o gami ica ion. Resul s
show ha 38.10% o he esponden s ha e ne e used gami ica ion in hei cou ses. Among he emaining 61.90%
ha ha e used gami ica ion in hei cou ses, 11.30% use gami ica ion on a egula basis (see Table 3).
Table 2. Teache s’ a i ude owa ds gami ica ion
Mean
S d. De ia ion
I ind gami ica ion/educa ional games a good idea (ATG 1)
4.42
0.807
My a i ude owa ds gami ica ion/educa ional games is posi i e (ATG 2)
4.35
0.808
My a i ude owa ds gami ica ion/educa ional games is a o able (ATG 3)
4.28
0.861
N=98
Table 3. Use o gami ica ion o educa ional games by esponden s
F equency
Pe cen age
No, ne e
61
38.10
Some imes
81
50.60
Yes, always
18
11.30
N=98
A - es was conduc ed in o de o ind di e ences in a i ude owa ds gami ica ion be ween gende , age and ype
o uni e si y. RQ3a and RQ3b explo ed gende e ec s in bo h a i ude owa ds gami ica ion and ac ual use o
gami ica ion. Table 4 shows no di e ences in eache s’ a i ude owa ds gami ica ion/educa ional games by gende .
In he same sense, esul s did no e eal signi ican di e ences ega ding eache s’ use o gami ica ion/educa ional
games by gende (see Table 5).
686 José Ma í-Pa eño e al. / P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
Table 4. Teache s’ a i ude owa ds gami ica ion by gende
Male
Female
T- es
Sig.
Mean
S d. De ia ion
Mean
S d. De ia ion
ATG 1
-0.862
0.391
4.31
0.962
4.45
0.647
ATG 2
-0.988
0.326
4.22
1.006
4.39
0.571
ATG 3
-0.603
0.548
4.22
1.006
4.33
0.625
N=98
Table 5. Use o gami ica ion o educa ional games by gende
Gene al
Male
Female
Mean
S d. De ia ion
Mean
S d. De ia ion
Mean
S d. De ia ion
1.73
0.651
1.65
0.597
1.82
0.635
N=98
T- es
-0.603
Sig.
0.548
RQ4a and RQ4b add essed he e ec s o age in bo h a i ude owa ds gami ica ion and ac ual use o gami ica ion.
Resul s did no e eal any co ela ion be ween age and eache s’ a i ude owa ds gami ica ion. In he same way, no
co ela ions we e ound be ween age and ac ual use o gami ica ion (see Table 6 and Table 7).
Table 6. Teache s’ a i ude owa ds gami ica ion by age
ATG 1
ATG 2
ATG 3
Co ela ion Coe icien
0.063
0.032
0.042
Sig. (1- ailed)
0.217
0.344
0.298
N
98
98
98
Table 7. Teache s’ use o gami ica ion by age
Co ela ion Coe icien
0.059
Sig. (1- ailed)
0.236
N
98
Finally, RQ5a and RQ5b main goal was o analyse i he ype o ins i u ion whe e eache s a e se ing a ec s
bo h a i ude owa ds gami ica ion and ac ual use o gami ica ion. Resul s sugges a mo e posi i e a i ude owa ds
gami ica ion in p i a e uni e si ies han in public uni e si ies. The e is a signi ican be e a i ude in p i a e
uni e si ies ega ding he ATG2 a iable (‘My a i ude owa ds gami ica ion/educa ional games is posi i e’).
Al hough he weigh o eache s om p i a e uni e si ies in ou sample is high, a mo e posi i e a i ude owa ds
gami ica ion is sugges ed o his ype o ins i u ion. Resul s show no di e ences in use o gami ica ion o
educa ional games by ype o ins i u ion.
Table 8. Teache s’ a i ude owa ds gami ica ion by ype o ins i u ion
Public
P i a e
T- es
Sig.
Mean
S d. De ia ion
Mean
S d. De ia ion
ATG 1
-1.441
0.153
4.27
0.849
4.51
0.768
ATG 2
-1.720
0.089*
4.18
0.884
4.47
0.702
ATG 3
-1.511
0.134
4.16
0.877
4.42
0.763
N=98
Table 9. Use o gami ica ion/educa ional games by ype o ins i u ion

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José Ma í-Pa eño e al. / P ocedia - Social and Beha io al Sciences 228 ( 2016 ) 682 – 688
Gene al
Public
P i a e
Mean
S d. De ia ion
Mean
S d. De ia ion
Mean
S d. De ia ion
1.73
0.651
1.67
0.640
1.81
0.588
N=98
T- es
-1.123
Sig.
0.264
6. Discussion
Gami ica ion seems o emain a ending me hodology used by jus a small pe cen age o eache s on a egula
basis in hei cou ses (11.30%). Ne e heless ou esul s sugges ha eache s’ a i ude owa ds gami ica ion is
posi i e. An a i ude-use gap seems o be happening and his gap is no a ec ed by gende , age, and ype o
ins i u ion. Ou esul s sugges ha only a i ude is a ec ed by ype o ins i u ion so o he ac o s han gende , age,
and ype o ins i u ion a e a ec ing his a i ude-use gap. P e ious esea ch ound ha main ba ie s p e en ing
eache s o use pedagogical inno a ions –especially echnology- ela ed inno a ions– a e lack o ime, lack o
aining, and lack o economic suppo (see a e iew in: Mum az, 2000) so mo e esea ch is needed in o de o
answe he a i ude-use gap ound in his esea ch.
7. Conclusions, limi a ions, and u u e esea ch
Gami ica ion ep esen s an inno a i e and engaging me hodology o mo i a e s uden s and enhance hei lea ning
p ocess. Th ough his explo a o y s udy we shed ligh on eache s’ a i ude owa ds gami ica ion and ac ual use o
gami ica ion in highe educa ion. One main conclusion o his esea ch is ha i migh be an a i ude-use gap in
gami ica ion: while eache s show a posi i e a i ude owa ds gami ica ion he e is no an in ense use i hei cou ses.
Ne e heless he explo a o y design o his esea ch does no allow o gene aliza ion so u u e esea ch should use
o he ype o design and sample in o de o con i m hese indings. One main limi a ion is he con enience sample
used in his s udy. Because snow ball sampling does no allow o con ol he sample he a e age age o esponden s
is high (43.87). Fu u e esea ch should con ol his a iable o ge a wide age ange o make esul s mo e
ep esen a i e o he a ge popula ion. As gende and age did no p obe a ec ing bo h eache s’ a i ude owa ds
gami ica ion and eache s’ use o gami ica ion u u e esea ch should also explo e o he d i e s and ba ie s han
demog aphics in gami ica ion adop ion (e.g. lack o aining, lack o ime o p epa e gami ied classes). Fu u e
esea ch should also explo e di e ences on a i ude owa ds gami ica ion be ween cu en use s s. non-use s.
Acknowledgemen s
This wo k was suppo ed by Lau ea e In e na ional Uni e si ies h ough he Da id A. Wilson Awa d o
Excellence in Teaching and Lea ning unde G an LIU-WIL2015.
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