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ORCID
https://orcid.org/0000-0002-3799-1464
Date of Graduation
12-14-2024
Semester of Graduation
Fall
Degree Name
Doctor of Philosophy (PhD)
Department
School of Strategic Leadership Studies
First Advisor
Adam Vanhove
Abstract
This paper investigates the impact of transformational leadership and knowledge sharing on university professors' intentions to use gamification in teaching, employing the Technology Acceptance Model (TAM) as a theoretical framework. Gamification, defined as the integration of game-based mechanics to promote learning and engagement, has shown significant potential in enhancing educational experiences but remains underutilized in higher education. This study suggests that knowledge sharing is a critical antecedent influencing the perceived ease of use, usefulness, and adoption of gamification by educators. Using a quantitative methodology, data are collected from 204 university professors in Vietnam, analyzing their perceptions of transformational leadership behaviors, knowledge-sharing practices, and attitudes toward gamification adoption. The findings reveal that knowledge sharing positively affects professors’ perceived ease of use and usefulness of gamification, enhancing their intention to implement it in teaching practices. Additionally, the study highlights the mediating role of TAM constructs—perceived usefulness and ease of use—in these relationships. The research contributes to the theoretical understanding of technology adoption in education and offers practical implications for fostering innovative teaching methods through leadership development and collaborative knowledge-sharing strategies. Recommendations for future research and policy directions in educational innovation are also provided.
Included in
Educational Leadership Commons, Leadership Studies Commons, Teacher Education and Professional Development Commons
