Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

Vanye Zira Vanduhe,Hasan Fahmi Hasan,Muesser Nat

doi:10.1109/access.2020.2966179

Vanye Zira Vanduhe, Hasan Fahmi Hasan + Show 1 more

Open Access

https://doi.org/10.1109/access.2020.2966179

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Abstract

Despite the public enthusiasm for gamification training for employees, gamification is not yet been fully incorporated for instructor training in universities. Previous studies have examine factors that improves employee participation, motivation and engagement that leads to the employee intentions to use gamification for training. Therefore, in this study, task technology fit (TTF), social motivations (SM) and knowledge gain from using gamifiction were investigated. The TAM is enhanced with other factors; such as the task technology fit (TTF) and social motivation. The TTF is used to examine gamification utility, while social motivation is used to examine social influence (SI) and social recognition (SR). Data were collected in two phases, in the first phase 375 data were used for the TAM, secondly, 31 data were used for the pre and posttest. A structural equation model were presented to test the TAM while the t-test were used to study the knowledge gain from using the gamification system. However, the foundation for understanding instructors’ behavior in this study’s context are: (1) perceived usefulness and attitudes are crucial to the continuance intentions to use gamified Moodle for training; (2) perceived usefulness mediates the relationships among social recognition, TTF, perceived ease of use, and social influence on continuance intentions; (3) when predicting continuance intentions, TTF, social recognition, social influence, and perceived ease of use are vital; (4) TTF positively affects perceived ease of use; and, unexpectedly, (5) the TTF and social influence have no significant effects on perceived usefulness. Detailed results and educational implications are discussed.

Highlights

In the last decade, the use of technology, such as gamification, in education has caused an educational revolution
We review the relevant literature on the development of gamification to justify the usage of the TECHNOLOGY ACCEPTANCE MODEL (TAM), task technology fit (TTF) and social recognition (SR) factors in a specific domain
We proposed the following

Summary

INTRODUCTION

The use of technology, such as gamification, in education has caused an educational revolution. Online technological platforms, such as Moodle facilitate scalable peer to peer training and learning dominant channel for instructor and student interactions [44], [45], [15]. In this study, the TAM is used to measure instructors’ acceptance and continued use of gamification for training, while pretest and posttest questionnaires were issued to assess the experience and measure the knowledge gain from using the Moodle gamification platform. Some studies examined the TTF in several perspectives, few studies were conducted on gamification [40], [22], [10] It is unclear if gamification is a good fit for instructor training and how it affects continuance intentions to use. This study serve as a guide for the design, planning, and implementation of gamification for instructor training in the context of the Moodle gamified training platform

LITERATURE REVIEW

RESEARCH HYPOTHESES

RESEARCH METHOD

Findings

IMPLICATIONS