TY - GEN
T1 - Subjective Behavior and Technological Perception
T2 - 7th International Conference on Education and Multimedia Technology, ICEMT 2023
AU - Li, Fanbo
AU - Zhang, Hongfeng
AU - Yan, Haoqun
AU - Chu, Hinlong
AU - Zhang, Di
AU - Wong, Cora Un In
N1 - Publisher Copyright:
© 2023 ACM.
PY - 2023/8/29
Y1 - 2023/8/29
N2 - This study focuses on investigating university students' engagement intention in online gamified learning, particularly in the context of the COVID-19 pandemic. By employing structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (FSQCA), this research identifies key factors and paths that influence engagement intention, contributing to a deeper theoretical understanding of online gamified teaching. The results of PLS-SEM show that perceived enjoyment, perceived usefulness, and output quality have a positive and significant impact on engagement intention, while subjective norms do not have a significant influence on engagement intention in online gamified learning. The FSQCA results reveal that subjective norms and perceived enjoyment are core conditions for engagement intention. These research findings provide important empirical support for understanding university students' engagement intention in online gamified teaching, uncover the mechanisms of different factors in the formation of engagement intention, and offer a theoretical basis for the practice and policy-making of online gamified teaching. They also provide directions for future research and exploration.
AB - This study focuses on investigating university students' engagement intention in online gamified learning, particularly in the context of the COVID-19 pandemic. By employing structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (FSQCA), this research identifies key factors and paths that influence engagement intention, contributing to a deeper theoretical understanding of online gamified teaching. The results of PLS-SEM show that perceived enjoyment, perceived usefulness, and output quality have a positive and significant impact on engagement intention, while subjective norms do not have a significant influence on engagement intention in online gamified learning. The FSQCA results reveal that subjective norms and perceived enjoyment are core conditions for engagement intention. These research findings provide important empirical support for understanding university students' engagement intention in online gamified teaching, uncover the mechanisms of different factors in the formation of engagement intention, and offer a theoretical basis for the practice and policy-making of online gamified teaching. They also provide directions for future research and exploration.
KW - FSQCA
KW - gamification, online education, engagement intention, PLS-SEM
UR - http://www.scopus.com/inward/record.url?scp=85180130401&partnerID=8YFLogxK
U2 - 10.1145/3625704.3625750
DO - 10.1145/3625704.3625750
M3 - Conference contribution
AN - SCOPUS:85180130401
T3 - ACM International Conference Proceeding Series
SP - 243
EP - 251
BT - ICEMT 2023 - 7th International Conference on Education and Multimedia Technology
PB - Association for Computing Machinery
Y2 - 29 August 2023 through 31 August 2023
ER -