Students' Acceptance of Gamification in Higher Education

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Author(s): Chih-Hung Chung (Tamkang University, New Taipei City, Taiwan), Chunyi Shen (Tamkang University, New Taipei City, Taiwan)and Yu-Zhen Qiu (Tamkang University, New Taipei City, Taiwan)
Copyright: 2022
Pages: 16
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch090

Keywords: Educational Technologies / Gaming in Education / Information Science Reference / Knowledge Management and Library Science

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Abstract

Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.

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Students' Acceptance of Gamification in Higher Education

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