Zhang Hongfeng, Li Fanbo
Faculty of Humanities and Social Sciences, Macao Polytechnic University, R. de Luís Gonzaga Gomes, China.
School of Social Sciences, Tsinghua University, China.
Heliyon. 2024 Aug 24;10(18):e36485. doi: 10.1016/j.heliyon.2024.e36485. eCollection 2024 Sep 30.
In the post-epidemic era, gamification is widely recognized for its potential to enhance the asynchronous nature of college students' online learning interactions and mitigate efficiency deficits. However, the intrinsic structure and core conditions influencing online gamified learning engagement remain unclear. The challenge lies in understanding the mechanisms through which gamification alters learning behaviors. This study employs fuzzy set qualitative comparative analysis (FSQCA) for core condition identification and robustness testing, innovatively combining it with structural equation modelling (SEM). Drawing on the extended technology acceptance model (TAM) theory, this research delves deeply into the structural relationships that influence student engagement in online gamified learning. The evaluation reveals that immersive experience and habit are core conditions fostering high engagement among college students in online gamified learning. A lack of immersive experience leads to non-high engagement results. Structural equation modelling confirms the mediating role of immersive experience and habit in the effects of performance expectations and perceived fun in student engagement. Furthermore, the study substantiates the moderating influence of learning style on perceptual factors and normalizing elements and describes an interactive relationship between perceived behavioral control, subjective norms, and online gamification behavior. This research extends our understanding of perceptions, norms, and structural factors within a gamified learning environment. It uncovers the mechanisms of engagement from perception to normalization factors, highlighting the positive bidirectional influence of subjective cognition and objective factors on gamified learning and emphasizing the moderating role of learning style between perceptual factors and normalization elements. These findings provide a solid foundation for future research and practice in online gamified learning.
在后疫情时代，游戏化因其在增强大学生在线学习互动的异步性和缓解效率低下方面的潜力而得到广泛认可。然而，影响在线游戏化学习参与度的内在结构和核心条件仍不明确。挑战在于理解游戏化改变学习行为的机制。本研究采用模糊集定性比较分析（FSQCA）进行核心条件识别和稳健性测试，并创新性地将其与结构方程模型（SEM）相结合。借鉴扩展技术接受模型（TAM）理论，本研究深入探讨了影响学生在线游戏化学习参与度的结构关系。评估结果表明，沉浸体验和习惯是促进大学生在线游戏化学习高参与度的核心条件。缺乏沉浸体验会导致非高参与度的结果。结构方程模型证实了沉浸体验和习惯在绩效期望和感知乐趣对学生参与度的影响中的中介作用。此外，该研究证实了学习风格对感知因素和规范化因素的调节作用，并描述了感知行为控制、主观规范和在线游戏化行为之间的交互关系。本研究扩展了我们对游戏化学习环境中的感知、规范和结构因素的理解。它揭示了从感知到规范化因素的参与机制，强调了主观认知和客观因素对游戏化学习的积极双向影响，并强调了学习风格在感知因素和规范化因素之间的调节作用。这些发现为在线游戏化学习的未来研究和实践提供了坚实的基础。
