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ACase Studyona Hedonic Motivation System Adoption Modelina Game Based Student Response System

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See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/363845084

A Case Study on a Hedonic-Motivation System Adoption Model in a Game-


Based Student Response System

Article in International Journal of Human-Computer Interaction · September 2022


DOI: 10.1080/10447318.2022.2121801

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INTERNATIONAL JOURNAL OF HUMAN–COMPUTER INTERACTION
https://doi.org/10.1080/10447318.2022.2121801

A Case Study on a Hedonic-Motivation System Adoption Model in a Game-Based


Student Response System
Pedro R. Palos-Sancheza,b , Jose Ramon Saurac , and Felix Velicia-Martinb,d
a
Department of Financial Economy and Operation Management, University of Seville, Seville, Spain; bNECE-Research Center in Business
Sciences, University of Beira Interior, Covilha, Portugal; cDepartment of Business Economics, Rey Juan Carlos University, Madrid, Spain;
d
Department of Business Administration and Marketing, University of Seville, Seville, Spain

ABSTRACT
With the advancement of technology, different approaches to make teachers’ tasks more inter-
active and improve teacher teaching methodologies are becoming more and more common.
Additionally, students must feel motivated and positively interact with these new methodologies.
To understand these new initiatives, this paper aims to identify the adoption model of a game-
focused student response system. To do so, the theoretical framework of the hedonic-motivation
system adoption model was applied to Kahoot! which turns the classroom into a game show. For
this purpose, a survey was designed, supported by a questionnaire administered to 214 students,
applying a non-probabilistic convenience sampling to the students who decided to be evaluated
by this method, together with the classic paper tests and the electronic tests on an e-learning
platform. The results showed that the application of the hedonic motivation system adoption
model is adequate for the adoption of a game-based student response system tool, and all rela-
tionships were significant except those related to the Temporal Dissociation variable. The results
of this research can help the education sector to have a better acceptance of these kinds of tools
in the classroom, and a better understanding of their functionalities. In general, the results of the
present study contributed to the literature by identifying the important role of a game-based stu-
dent response system tool in education.

1. Introduction regular exposure to traditional teaching methods. The results


of Bølling et al. (2018) also indicated that there are no gen-
The development of new technologies and their use in
der and socioeconomic status differences among students
school classrooms around the world has caused numerous
when using interactive technology tools.
changes in teaching methodologies and teaching structures However, there are different approaches to encourage
(Dunlap & Grabinger, 2008; Wang et al., 2022). In this teachers’ tasks to be more interactive, such as brainstorming,
sense, teachers are increasingly using new technologies for buzz sessions, exit slips, misconception check, circle the
education, as authors such as Toto (2018) suggested that the questions, ask the winner, pair-share-repeat, wisdom from
use of technology can maintain students’ attention and another, forced debate, optimist versus pessimist views,
motivate them efficiently. Furthermore, Robson et al. (2007) board rotation, movie applications, crossword puzzle or
and Redondo et al. (2013) mentioned that maintaining stu- scrabble, among others (Anderson et al., 2007; Luke et al.,
dent motivation in the classroom has always been a chal- 1998; Stefanou et al., 2004). Until now, and according to
lenge for successful learning. Interacting with students and what has been studied in scientific literature, there are meth-
obtaining feedback from issues addressed on a theoretical odologies such as opinion groups, questions to the audience,
and a practical level in school classrooms is an objective distribution of audio and video material that address the
that any teacher tries to achieve in order to improve their subject being taught, or improvement by means of oral pre-
teaching methodologies and learning processes (Debba!g & sentations given by students (Hinton, 2001). Although it is
Yıldız, 2021; Panskyi et al., 2021). true that the development of education has become a key
It is true that new technologies have helped teaching tool in technology, and vice versa, interactive educational
methodologies to be more practical and are based on games have also become a fundamental part of teaching
innovative learning strategies (Maritz et al., 2014). However, nowadays (Ozdamli & Cavus, 2021; Sanina et al., 2020).
authors such as Bølling et al. (2018) indicated that there is There are many teaching methods by which students can
evidence on the improvement of student results when teach- learn through the use of games (Barba-Mart"ın et al., 2020).
ing is supported with interactive technology tools as these For example, Seralidou and Douligeris (2021) found that
tools improve students’ intrinsic motivation instead of educating in the lesson plan through interactive games can

CONTACT Pedro R. Palos-Sanchez [email protected] Department of Financial Economy and Operation Management, University of Seville, Seville, Spain
! 2022 Taylor & Francis Group, LLC

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