Abstract
Traditional classroom learning approaches make students feel boring and lack of learning motivations in the learning process, especially for some practical courses like tourism and hospitality. Online Gamified Learning Platforms (OGLPs) are useful, but these OGLPs are not as popular as learning tools for students. Therefore, this research aims to identify the factors that influence students’ usage intention toward using OGLPs for their learning in tourism and hospitality courses. The research extends the Technology Acceptance Model (TAM) with other factors - ‘perceived playfulness’, ‘knowledge improvement’, ‘engagement’, and ‘immersion’. The survey results indicate that knowledge improvement, engagement, and immersion influence perceived usefulness, perceived ease of use, and perceived playfulness; and perceived usefulness, perceived ease of use, and perceived playfulness influence learners’ usage intention toward using OGLPs. This study provides a model for studying the gamified learning and recommendations for OGLPs developers to enhance the design of OGLPs.
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Ng, K., Lai, I.KW., Ng, KK., Lyu, QX. (2019). Online Gamified Learning Platforms (OGLPs) for Experiential Learning. In: Cheung, S., Jiao, J., Lee, LK., Zhang, X., Li, K., Zhan, Z. (eds) Technology in Education: Pedagogical Innovations. ICTE 2019. Communications in Computer and Information Science, vol 1048. Springer, Singapore. https://doi.org/10.1007/978-981-13-9895-7_7
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DOI: https://doi.org/10.1007/978-981-13-9895-7_7
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