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Gamification of E-Learning in African Universities: Identifying Adoption Factors Through Task-Technology Fit and Technology Acceptance Model
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Author(s): Abdulsalam Salihu Mustafa (University Tenaga Nasional, Malaysia), Gamal Abdulnaser Alkawsi (Universiti Tenaga Nasional, Malaysia), Kingsley Ofosu-Ampong (Business School, University of Ghana, Ghana), Vanye Zira Vanduhe (Üner İnşaat Peyzaj Ltd., Turkey), Manuel B. Garcia (University of the Philippines, Diliman, Philippines)and Yahia Baashar (Universiti Tenaga Nasional, Malaysia)
Copyright: 2022
Pages: 24
Source title:
Next-Generation Applications and Implementations of Gamification Systems
Source Author(s)/Editor(s): Filipe Portela (University of Minho, Portugal)and Ricardo Queirós (ESMAD, Polytechnic Institute of Porto, Portugal)
DOI: 10.4018/978-1-7998-8089-9.ch005
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Abstract
Gamification in education is a strategy of motivating and engaging students by integrating game design features into the instructional process. Although there is a growing body of scientific evidence supporting the effectiveness of gamification in the educational setting, some of the evidence is inconclusive and insufficient, especially in developing nations. The purpose of this study is to integrate the technology acceptance model and task technology fit to investigate instructors' intention to use gamified online learning. A sample of 50 participants across various African institutions was involved in this study. Structural equation modelling implemented via partial least squares (PLS) is used to test the research hypotheses. The results revealed that intention to use gamified online learning was significantly and positively influenced by task technology fit, perceived usefulness, and attitude. Notably, subjective norms, facilitating conditions, and computer anxiety failed to predict behavioural intention. The authors discuss the implications of the findings and propose future directions.
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