大学生在线学习的游戏化接受模式：基于中介和调节的实证研究

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asian Education and Development Studies Pub Date : 2024-04-18 DOI:10.1108/aeds-11-2023-0152

Shanshan Huang, Hongfeng Zhang

{"title":"大学生在线学习的游戏化接受模式：基于中介和调节的实证研究","authors":"Shanshan Huang, Hongfeng Zhang","doi":"10.1108/aeds-11-2023-0152","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.</p>\n<h3>Design/methodology/approach</h3>\n<p>This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.</p>\n<h3>Findings</h3>\n<p>The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.</p>\n<h3>Originality/value</h3>\n<p>This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.</p>","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Gamification acceptance model towards online learning among college students: an empirical study based on mediation and moderation\",\"authors\":\"Shanshan Huang, Hongfeng Zhang\",\"doi\":\"10.1108/aeds-11-2023-0152\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.</p>\\n<h3>Design/methodology/approach</h3>\\n<p>This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.</p>\\n<h3>Findings</h3>\\n<p>The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.</p>\\n<h3>Originality/value</h3>\\n<p>This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.</p>\",\"PeriodicalId\":44145,\"journal\":{\"name\":\"Asian Education and Development Studies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-04-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Asian Education and Development Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/aeds-11-2023-0152\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian Education and Development Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/aeds-11-2023-0152","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本实证研究旨在探讨影响广东和澳门大学生参与网络游戏化学习意向的因素。本研究分析了289份有效问卷，通过统计方法探讨了影响大学生参与网络游戏化学习意向的因素。此外，感知有用性和感知乐趣部分地调节了外向型学习风格对在线游戏化学习意向的影响。此外，感知有用性对参与意向的影响受到不同文化背景的调节，澳门学生的调节作用强于非澳门学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Gamification acceptance model towards online learning among college students: an empirical study based on mediation and moderation

Purpose

The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.

Design/methodology/approach

This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.

Findings

The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.

Originality/value

This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .