Developing a model to explain teacher effectiveness: the mediating role of gamification
Technology integration in education is increasing. Therefore, the present study examines the role of technological pedagogical content knowledge (TPACK), teacher behaviour, self-efficacy,- and psychological characteristics towards teaching effectiveness. Further, this study also tested gamification...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2521154 |
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| Summary: | Technology integration in education is increasing. Therefore, the present study examines the role of technological pedagogical content knowledge (TPACK), teacher behaviour, self-efficacy,- and psychological characteristics towards teaching effectiveness. Further, this study also tested gamification as a mediator. The study employed a quantitative approach using questionnaire surveys. The data were analyzed by using SPSS and SEM. Results revealed significant effects of teacher behaviour, self-efficacy, psychological characteristics, and gamification on teaching effectiveness. TPACK, teacher behaviour, and self-efficacy significantly influenced gamification implementation. Gamification mediated the relationships between TPACK, teacher behaviour, self-efficacy, and teaching effectiveness. However, TPACK’s effect on teaching effectiveness and psychological characteristics’ effect on gamification was not significant. These findings provide empirically grounded insights into leveraging gamification for improved student engagement, higher-order thinking skills development, and enhanced learning motivation in primary science classrooms. The study contributes to understanding effective teaching strategies in the digital age, offering practical implications for curriculum design and teacher professional development. |
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| ISSN: | 2331-186X |