Examining gamification’s impact on perceived satisfaction through learning parameters: a preliminary perception-based study among prospective users

Abstract

ABSTRACT The study aims to capture and analyse the perception among students whether they perceive gamification in e-learning to significantly influence the learning parameters motivation to learn, student engagement, and perceived quality of learning and thereby subsequently impacting perceived satisfaction considering direct and mediation paths. The design adopts a two-step approach. Firstly, the constructs are identified through a rigorous literature review, and a conceptual framework is developed. Secondly, the instrument is developed, and data are collected through online form . The data from 409 respondents are collected, and the framework is tested using a Partial Least Square based Structural Equation Modelling (PLS-SEM). The findings demonstrated the importance of gamification in improving quality of learning, thereby enhancing perceived satisfaction (mediation). Also, the direct relationship between gamification on motivation and engagement on satisfaction was proved critical. Furthermore, student–faculty interaction significantly moderated the relationship between gamification and engagement. Empirical studies on learning parameters based on gamification have not been thoroughly investigated previously. The understanding of how gamification affects perceived satisfaction via direct and indirect pathways involving motivation, engagement, and learning quality adds a great deal to the body of knowledge. Decision-makers can rely on these insights to plan effective implementation of gamified e-learning systems.