The impact of gamification intention to use in e-learning through student attitude: evidence from Egyptian Private Higher Education Institutions (HIEs)

Abstract

The COVID-19 pandemic has forced many universities to move to online learning to sustain students’ education. Today’s Students are digital natives. They grew up with digital technologies and have different learning styles, new attitude to the learning process and higher requirements for teaching and learning. Indeed, there is a need to develop new e-learning models that transform education to sustain goals and achieve education’s objectives. Modern pedagogical paradigms and trends in education, reinforced by the use of ICT, create prerequisites for use of new approaches and techniques in order to implement active learning. Gamification is one of these trends as applying gamification in a non-gaming environment motivates students and also keeps them engaged in learning. The purpose of this research is to empirically investigate gamification intention to use in E-learning through student attitude in the Egyptian Private Higher Education Institutions (HIEs). This study proposes to integrate the personal characteristics including the dimensions (computer anxiety, enjoyment, self-efficacy) which extends the Technology Acceptance Model (TAM) including dimensions (Perceived usefulness, perceived ease of use). The objectives of this research are: to examine how gamification affects intention to use in E-learning, to identify how gamification affects student’s attitude, to investigate how student’s attitude affects intention to use gamification. Data in this study came from a survey of 4.3 acceptable responses. the results were analysed employing by Structural Equation Modeling technique (SEM) using Analysis Moment of Structures (AMOS) software. The main conclusions drawn from this study are: the direct effect between gamifications and intention to use gamification in E-learning is statistically significant, the direct effect between gamification and student’s attitude towards gamification is statistically significant, the direct effect between student’s attitude towards gamification and intention to use gamification in E-learning is statistically significant, and finally, student’s attitude mediates the relationship between gamification and intention to use Egyptian higher education institutions.