Gamification, Technology Proficiency, and Self-efficacy in Romania Preschool and Primary School Teachers

The aim of the present study was to analyze the associations between perceived usefulness of gamification, technology proficiency, teachers’ self-efficacy and gamification usage and to investigate the possible predictive role of perceived usefulness of gamification, technology proficiency, teachers’ self-efficacy for gamification usage among Romanian teachers. The study sample consists of 124 preschool and primary teachers, aged between 18 and 64 years old (M = 33.31; SD = 9.98), with an average of 7.00 years (SD = 9.54) of teaching experience. Participants filled out the questionnaires online. Results showed positive correlations between perceived usefulness of gamification, technology proficiency, teachers’ self-efficacy and gamification usage. In addition, results from the regression analyses show that perceived usefulness of gamification, technology proficiency, and teachers’ self-efficacy predicted 14% of gamification usage variance.