Usefulness of Gamification, Technology Proficiency, and Self-efficacy Among Maritime Faculty: Bases for Development of Instructional Enhancement Program

This descriptive correlational study aimed at finding out the usefulness of gamification, technology proficiency, and self-efficacy for gamification usage. It further aimed at ascertaining the relationship, the usefulness of gamification, technology proficiency, and self-efficacy for gamification usage. The respondents of this study were the faculty/teaching professionals of allied and general education courses from the three maritime higher education (MHEIs) in Zamboanga Peninsula. Three adapted questionnaires by Thug and Hung (2021) on the perceived usefulness of gamification, faculty’s technology proficiency by Christensen and Knezek (2017) [10], and faculty’s self-efficacy by Schuarser et al. (1999) were used to gather the data. Mean, standard deviation, t-test for independent samples, One-way Analysis of Variance (ANOVA), and Pearson’s r result showed that the use of gamification is extremely useful, and advanced technology proficiency exhibits a high self-efficacy for the faculty. Further, significant differences were found based on program and school affiliation. A strong relationship between the perceived usefulness of gamification, technology proficiency, and self-efficacy suggests that these elements work together to enhance its effectiveness in education. As a result, an instructional enhancement program is recommended to address specific needs by improving faculty perceptions, skills, and confidence.