The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

Abstract

Teachers are gatekeepers of technology integration in the classroom. Pre-service teachers’ attitudes, confidence, and competence in exploring emerging technologies play a critical role in teachers’ adoption of technology in teaching. This study examined the effects of a gamified technology course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. A sample of pre-service teachers (N = 84) at a Midwestern university in the United States in the academic year of 2021–22 was surveyed. The regression results revealed that the gamified course significantly and positively influenced pre-service teachers’ confidence in using technology in education, intention to adopt gamification, and motivation to explore more emerging technologies for teaching, after controlling for gender. In contrast, gender did not affect pre-service teachers’ confidence, intention, and motivation in integrating technology into instruction after controlling for the gamified course effects. Suggestions on gamifying course design while leveraging quest-based learning and active learning principles to enhance student positive attitudes and motivation to explore technology integration are discussed.