Understanding teacher adoption of gamified learning tools in primary education: An integrated TAM and flow theory perspective

Abstract

Gamified learning has gained prominence as an innovative pedagogical approach in primary education, enhancing student engagement, motivation, and participation. However, the effective adoption of gamified technologies depends largely on teachers’ readiness to integrate them into classroom practice. This study investigated the factors influencing primary school teachers’ adoption of gamified tools by combining perspectives from the Technology Acceptance Model and Flow Theory. A quantitative cross-sectional survey was conducted among teachers from varied educational contexts to examine how perceived usefulness, ease of use, and flow experience shape their intention to employ gamified learning. Findings revealed that both cognitive appraisals and affective experiences significantly influence teachers’ behavioral intentions toward technology adoption. Participants also identified constraints such as limited instructional time and student access to digital devices, alongside supportive factors including professional training and access to curated educational resources. The study highlights the need for professional development that addresses both the functional and emotional dimensions of gamification, offering valuable implications for educators, policymakers, and technology developers in enhancing digital pedagogy.

Keywords: Gamification, educational technology; flow experience; gamified learning; teacher adoption; Technology Acceptance Model