Gamification tries to increase user enjoyment and engagement by incorporating common game design features into non-game settings. This study, which was inspired by the growing interest in these phenomena in the field of education, attempts to look into how perceived enjoyment, perceived ease of use, and perceived usefulness affect people's intentions to accept gamification in the classroom. In an effort to do this, the Technology Acceptance Model (TAM) will act as the study's theoretical foundation. Purposive sampling was used to collect data via online questionnaires, which were then analyzed using SPSS software. The undergraduate students enrolled in the Faculty of Business and Management at the UiTM Johor Segamat Campus make up the study's population. According to the findings, perceived enjoyment and perceived usefulness have a favorable impact on the decision to accept gamification in education. While the intention to accept gamification in learning is unaffected by perceived ease of use. Following various recommendations for future research, this paper next looks for an explanation for these findings.
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In-Text Citation: (Zainoddin et al., 2022)
To Cite this Article: Zainoddin, A. I., Othman, N. A. F., Jaini, A. binti, Ismail, M. binti, & Radzi, S. F. M. (2022). Modelling Intention to Accept Gamification in Learning Among University Students in Malaysia. International Journal of Academic Research in Business and Social Sciences, 12(9), 681– 687.
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