{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T07:18:19Z","timestamp":1788419899172,"version":"build-2803163510"},"reference-count":56,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T00:00:00Z","timestamp":1788393600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Gamification has received growing attention as a strategy to enhance learning experiences and educational outcomes in higher education. However, limited evidence exists regarding the relative importance of gamification design elements and their causal relationships, particularly within teacher education contexts.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aimed to identify the most influential gamification design elements using the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method and to examine the effects of a DEMATEL-informed gamified instructional design on academic engagement and teaching self-efficacy among pre-service music teachers.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A mixed-methods approach was employed. An expert panel comprising 32 specialists in music education, educational technology, and gamification evaluated nine gamification design elements through pairwise comparisons. DEMATEL analysis was conducted to determine the prominence and causal relationships among the elements. The identified priority elements were subsequently incorporated into an eight-week gamified instructional intervention involving 78 pre-service music teachers. Academic engagement and teaching self-efficacy were assessed using pretest and posttest measures.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The results indicated substantial agreement among experts (Kendall\u2019s\n                      <jats:italic>W<\/jats:italic>\n                      =\u202f0.71,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt;\u202f0.001). Progress Tracking emerged as the most influential gamification element (D\u202f+\u202fR\u202f=\u202f10.12), followed by Feedback (D\u202f+\u202fR\u202f=\u202f9.94) and Goals and Missions (D\u202f+\u202fR\u202f=\u202f9.58). Feedback exhibited the strongest causal influence within the system (D\u202f\u2212\u202fR\u202f=\u202f1.30), whereas Social Recognition demonstrated the highest level of dependence (D\u202f\u2212\u202fR\u202f=\u202f\u22121.07). Significant improvements were observed in academic engagement, which increased from 3.42 to 4.11,\n                      <jats:italic>t<\/jats:italic>\n                      (77)\u202f=\u202f10.84,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt;\u202f0.001, and teaching self-efficacy, which increased from 3.51 to 4.19,\n                      <jats:italic>t<\/jats:italic>\n                      (77)\u202f=\u202f11.37,\n                      <jats:italic>p<\/jats:italic>\n                      &amp;lt;\u202f0.001. Large effect sizes were observed for academic engagement (Cohen\u2019s dz.\u202f=\u202f1.23) and teaching self-efficacy (Cohen\u2019s dz.\u202f=\u202f1.29).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The findings demonstrate that DEMATEL is an effective approach for identifying and prioritizing influential gamification design elements. The results further indicate that instructional designs emphasizing progress tracking, feedback, and goal-oriented learning activities can substantially enhance academic engagement and teaching self-efficacy among pre-service music teachers. The study provides an evidence-based framework for the design and implementation of gamified learning environments in teacher education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1865021","type":"journal-article","created":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T07:10:25Z","timestamp":1788419425000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["DEMATEL-based gamified instructional design for music teacher education"],"prefix":"10.3389","volume":"17","author":[{"given":"Cheng","family":"Chen","sequence":"first","affiliation":[{"name":"School of Music and Dance, Zhongyuan University of Science and Technology","place":["Xuchang, China"]},{"name":"School of Educational Studies, Universiti Sains Malaysia","place":["Penang, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rabiatul-adawiah Binti","family":"Ahmad Rashid","sequence":"additional","affiliation":[{"name":"School of Educational Studies, Universiti Sains Malaysia","place":["Penang, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lili","family":"Xue","sequence":"additional","affiliation":[{"name":"School of Music and Dance, Zhengzhou Normal University","place":["Zhengzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,3]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/00220671.2025.2548576","article-title":"Individual versus collaborative learning: impact of gamification on achievement and student engagement","author":"Akg\u00fcl","year":"2025","journal-title":"J. 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