Exploring University Students'Continuous Engagement Intention in Online Gamified Learning - Mediation of self-efficacy and output quality

With the deepening of educational exploration, gamified learning has become a hot spot of educational research and practice as a new learning mode in the context of the information age. Based on the Extended Technology Acceptance Model and the Theory of Planned Behaviour, and combining the variables of subject factors and technology quality related to gamification, this study constructed a theoretical model of the factors influencing college students' willingness to sustain participation in online gamified learning, and used SmartPLS 4 to conduct statistical analyses and hypothesis tests. It was found that perceived usefulness, perceived ease of use, self-efficacy, subjective norms, and output quality had a positive and significant effect on college students' intention to participate in sustained engagement in online gamified learning; output quality had a mediating role between subjective norms and sustained engagement; self-efficacy and output quality played a chained role between perceived usefulness and intention to participate in sustained engagement, and between perceived ease of use and intention to participate in sustained engagement. mediating role. It is expected that this empirical study will provide valuable references and insights for the future theory and practice of online gamification education.