Exploring University Students' Attitudes toward Gamified Learning Management Systems: An Extended Technology Acceptance Model Approach
Saved in:
| Title: | Exploring University Students' Attitudes toward Gamified Learning Management Systems: An Extended Technology Acceptance Model Approach |
|---|---|
| Language: | English |
| Authors: | Muhammad Younas (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Gamification, Learning Management Systems, Universities, Undergraduate Students |
| DOI: | 10.1111/ejed.70531 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Gamification, developing several applications with game features, has now become a growing educational phenomenon, with several organisations embracing gaming strategies and game-style incentives to improve student engagement in their learning processes. The present study explores the adoption of Gamified Learning Management Systems (LMS) at the university level, aiming to examine university students' attitudes toward its usage through the lens of an extended Technology Acceptance Model (TAM). This study employs an extended TAM framework to assess the impact of various factors such as learning engagement, acceptance and use, perceived enjoyment, and ease of usage on learners' attitudes toward Gamified LMS. A five-point Likert Scale questionnaire was used to collect data from undergraduate students and was analysed using regression testing techniques. Structural equation modelling techniques were used to assess the measurement model. The findings provide empirical evidence that these perceived factors significantly impact and positively influence learners' attitudes toward using and adopting a Gamified LMS. The findings of this study contribute to a deeper understanding of how gamification strategies enhance learners' educational engagement and learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497926 |
| Database: | ERIC |
| Abstract: | Gamification, developing several applications with game features, has now become a growing educational phenomenon, with several organisations embracing gaming strategies and game-style incentives to improve student engagement in their learning processes. The present study explores the adoption of Gamified Learning Management Systems (LMS) at the university level, aiming to examine university students' attitudes toward its usage through the lens of an extended Technology Acceptance Model (TAM). This study employs an extended TAM framework to assess the impact of various factors such as learning engagement, acceptance and use, perceived enjoyment, and ease of usage on learners' attitudes toward Gamified LMS. A five-point Likert Scale questionnaire was used to collect data from undergraduate students and was analysed using regression testing techniques. Structural equation modelling techniques were used to assess the measurement model. The findings provide empirical evidence that these perceived factors significantly impact and positively influence learners' attitudes toward using and adopting a Gamified LMS. The findings of this study contribute to a deeper understanding of how gamification strategies enhance learners' educational engagement and learning experiences. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70531 |
