TY - GEN
T1 - Exploring University Students'Continuous Engagement Intention in Online Gamified Learning - Mediation of self-efficacy and output quality
AU - Li, Sigan
AU - Zhang, Hongfeng
AU - LAM, FAT IAM
AU - Li, Fanbo
AU - Chan, Kam Leng
N1 - Publisher Copyright:
© 2024 ACM.
PY - 2024/4/11
Y1 - 2024/4/11
N2 - 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.
AB - 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.
KW - College students
KW - Extended technology acceptance model
KW - Online gamified learning
KW - Online technology
KW - PLS-SEM
UR - http://www.scopus.com/inward/record.url?scp=85204299760&partnerID=8YFLogxK
U2 - 10.1145/3661904.3661915
DO - 10.1145/3661904.3661915
M3 - Conference contribution
AN - SCOPUS:85204299760
T3 - ACM International Conference Proceeding Series
SP - 28
EP - 35
BT - ICETT 2024 - 2024 10th International Conference on Education and Training Technologies
PB - Association for Computing Machinery
T2 - 2024 10th International Conference on Education and Training Technologies, ICETT 2024
Y2 - 11 April 2024 through 13 April 2024
ER -