Exploring the relationship between social studies teachers’ gamification self-efficacy and innovative thinking tendencies with moderated mediation model

Gökalp A., Inesi M. A., SEZER A.

Interactive Learning Environments, cilt.33, sa.2, ss.1167-1179, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 33 Sayı: 2
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/10494820.2024.2364254
  • Dergi Adı: Interactive Learning Environments
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Communication Abstracts, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.1167-1179
  • Anahtar Kelimeler: Gamification in education, innovative thinking, moderated mediation, social studies teachers
  • Uşak Üniversitesi Adresli: Evet

Özet

The current study investigated the mediating role of social studies teachers’ attitudes toward gamification (ATG) between gamification self-efficacy (GSE) and innovative thinking tendencies (ITT) and the moderating role of gender between GSE and ITT. Using moderated mediation analyses, the study was conducted with 385 Turkish social studies teachers (female: 56%). The findings showed that the mediating role of ATG between GSE and ITT, and gender increased the interaction power between the two variables. The interaction power was found to be higher for female teachers compared to male teachers. The results of the study were discussed with the related literature and provided a basis for experimental studies in terms of social studies teachers’ self-efficacy and attitudes towards gamification in education to improve their innovative thinking skills.