Publication: Effects of gamification on preservice primary music teachers’ academic performance, motivation and technology acceptance
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Date
2025-07-30
Authors
Soria-Vílchez, Alejandro ; Palazón-Herrera, José
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Publisher
Intellectbooks
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DOI
https://doi.org/10.1386/jmte_00069_1
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info:eu-repo/semantics/article
Description
Abstract
The main aim of this article is to evaluate the academic performance, motivation and level of technological acceptance of preservice primary music teachers. An integrated gamified resource has been designed with course content, based on a gamified system capable of tracking progress and examining academic performance, motivation and technological acceptance of the model created. The study sample comprises 58 music students in the final year of the Primary Education Degree at University CEU Cardenal Spínola (Seville, Spain). The methodology adopted was based on a pre-experimental design with a single group. Pre-and post-test questionnaires were used to measure academic performance, in addition to the Reduced Instructional Materials Motivation Survey (RIMMS) and the Unified Theory of Acceptance and Use of Technology Model (UTAUT) as instruments for measuring motivation and technological acceptance. Results revealed statistically significant differences in both academic performance and student motivation. A significant positive correlation was also identified between level of motivation and technological acceptance. Findings support the effectiveness of gamification as a pedagogical approach to enhance learning and foster motivation in the educational context.
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Citation
Journal of Music, Technology & Education Volume 16 Number 3 pp. 219–245
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