Gamification acceptance model towards online learning among college students: an empirical study based on mediation and moderation

Abstract

Purpose

The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.

Design/methodology/approach

This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.

Findings

The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.

Originality/value

This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.