Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification

Oct 15, 2026

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This quantitative study investigates Greek secondary-school students’ perceptions of gamified English language learning using an acceptance-first perspective that integrates the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Responses from 138 students were collected through a Greek-adapted structured questionnaire, translated and validated via internal-consistency analysis and confirmatory factor modelling. Perceived usefulness, behavioral intention, engagement, and time-on-task are tested as mediators linking design to acceptance, with age and digital literacy moderating motivation and uptake, emphasizing alignment between game elements and learning dimensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

ARTICLE INFO

ABSTRACT

INTRODUCTION

LITERATURE REVIEW

Defining Gamification in Education and Distinguishing It From Game-Based Learning

OPEN ACCESS Research Article Contemporary Educational Technology, 2026, 18(2), ep647 ISSN: 1309-517X (Online) Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance ofgamification Filomachi Spathopoulou 1* 0000-0002-1826-7753 Konstantinos M. Pitychoutis 1 0000-0002-2761-5764 1 Department of Liberal Arts, American University of the Middle East, Egaila, KUWAIT * Corresponding author: [Filomachi.s@aum.edu.kw](Filomachi.s@aum.edu.kw) Citation: Spathopoulou, F., & Pitychoutis, K. M. (2026) . Who buys the game? Age, proficiency, and digital skill in Greek EFL learners’ acceptance of gamification. Contemporary Educational Technology, 18(2), Article ep647 . [https://doi.org/10.30935/cedtech/18273](https://doi.org/10.30935/cedtech/18273) ARTICLE INFO ABSTRACT | Received: 11 Jan 2026
Accepted: 17 Feb 2026 | This quantitative study explores Greek secondary-school students’ perceptions of gamified English language learning through an acceptance-first lens that combines the technology acceptance model and the unified theory of acceptance and use of technology. Data were collected from 138 students using a structured questionnaire adapted into Greek following the International Test Commission guidelines for translating and adapting tests (2017) and validated through internal-consistency analysis and confirmatory factor modelling. The instrument captures perceived usefulness (PU), behavioral intention (BI), engagement, and time-on-task as mediating constructs linking game design to acceptance outcomes. Game elements such as points, leaderboards, timed rounds, and narrative framing were evaluated for their relevance to classroom goals and learner motivation. Findings show that PU strongly predicts BI, while engagement functions as a key mediator between design and acceptance. Age and digital literacy emerge as moderating variables, shaping both motivation and uptake. Overall, the results underscore that the pedagogical effectiveness of gamification lies not in the mere inclusion of game elements, but in their deliberate alignment with cognitive and affective dimensions of learning.
Keywords: gamification, English as a foreign language, technology acceptance, perceived usefulness, behavioral intention, unified theory of acceptance and use of technology | | --- | --- | | INTRODUCTION | | Gamification, the use of game design elements in non-gaming settings, has become a promising approach for improving English language teaching (ELT) and learning. Empirical studies show that gamification strategies can notably boost student engagement, motivation, and language skills in different areas of English education. One of the key benefits of gamification in ELT is its ability to improve students’ engagement and motivation. Jie et al. (2023) showed that students view gamification positively in speaking lessons and have requested its use in future English classes, aligning with findings from multiple studies that highlight its positive impact on students’ participation in English language learning environments (Yazid et al., 2024) . Likewise, Zhang and Hasim’s (2023) systematic review emphasizes that gamification elements like leaderboards and progress tracking significantly boost motivation and engagement, creating a competitive yet collaborative learning environment. Furthermore, gamification has been demonstrated to improve specific language skills such as reading comprehension and vocabulary acquisition. Utami et al. (2024) examine gamified e-modules designed to enhance reading comprehension, illustrating how such frameworks support the development of vital reading abilities through engaging activities. This idea is supported by Nugraha and Sembiring (2023), who claim that gamification strategies significantly enhance classroom language activities. Additionally, Zainal (2023) notes that although students recognize the advantages of gamification in vocabulary learning, challen

FAQs

What theoretical framework guides the study on gamification acceptance?

The study uses an acceptance-first lens combining the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology to explain learners’ acceptance of gamified language learning.

How were data collected and validated?

Data were gathered from 138 students using a structured questionnaire adapted into Greek, following International Test Commission translation and adaptation guidelines, then validated using internal-consistency analysis and confirmatory factor modelling.

Which factors predict behavioral intention in gamified EFL learning?

Perceived usefulness strongly predicts behavioral intention, and engagement acts as a key mediator between game design and acceptance outcomes.

Oct 15, 2026

Upload by jayni