Abstract
Over the past decade, the integration of technology in education, particularly through gamification, has undergone a transformative revolution. The adoption of gamification technology attempts to facilitate teaching and learning processes for educators and students. Despite gamification technology gathering attention and being applied in certain fields, including business and marketing, computer science and information technology, and health and medicine, research is scarce in other disciplines regarding gamification technology and there is a dearth of understanding of students' intentions. This study aims to improve understandings of the factors that influence students' intentions to adopt gamification technology, specifically focusing on the Built Environment. Grounded in the Technology Acceptance Model (TAM), this study extends the TAM framework to comprehensively explore the factors contributing to students' adoption of gamification technology in Built Environment education. By using Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyse 130 survey responses, the study revealed that the subjective norm significantly influenced both perceived ease of use and perceived usefulness, affirming the validity of the proposed TAM framework. Additionally, perceived enjoyment emerged as a significant contributor to perceived ease of use. It also indicated that perceived usefulness exerted a significant positive impact on students’ behavioural intentions to use gamification technology. Intriguingly, no significant correlation was found between perceived ease of use and behavioural intentions. In discussing practical implications, limitations, and recommendations for future research, this study provided valuable insights for educators, institutions, and researchers seeking to enhance the implementation of gamification technology in certain unexplored study areas in higher education.
| Original language | English |
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| Pages | 178-178 |
| Number of pages | 1 |
| Publication status | Published - 29 Mar 2024 |
| Event | The Asian Conference on Education & International Development - Tokyo & online, Tokyo, Japan Duration: 25 Mar 2024 → 29 Mar 2024 https://aceid.iafor.org/ (Conference website) |
Conference
| Conference | The Asian Conference on Education & International Development |
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| Abbreviated title | ACEID |
| Country/Territory | Japan |
| City | Tokyo |
| Period | 25/03/24 → 29/03/24 |
| Other | The world has changed in dramatic ways since 2019. The practice of education is no exception. The where and how in education were challenged during the pandemic, but the why should perhaps be the central question as we contemplate future modes of education at all levels. The pandemic amplified the differences in the educational experiences of the haves and have-nots. The vulnerable and marginalised around the world, including Asia, need our attention more than ever but access and quality are unequally distributed in most of our educational systems. This is especially so in higher education. Yet, we have been debating endlessly about the pros and cons of online platforms, the decline in university revenues (due to lack of international students) and how to restore pre-pandemic normalcy in campus life. |
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