The acceptance of gamified learning environment is rapidly becoming inevitable in educational learning environment. This gives a widespread popularity by deploying Gamification in to present day curriculum as part of a new educational technology tool. This study addresses perception and usage of gamified learning environment from hedonic motivation perspective through incorporating the Hedonic-Motivation System Adoption Model to Gamified Learning Environment. In this study, a model was developed and tested using a Structure Equation Modelling technique. The results show that perceived usefulness, perceived ease of use, enjoyment and control all have a significant positive relationship with behavioural intention of use and focused immersion which indicates that the acceptance of Gamified Learning Environment could serve as a new educational tool to expedite the improvement of pedagogical and instructional technology. Also, increases students' motivation and engagement in learning. On the contrary, we also found a negative relationship exists between enjoyment and focused Immersion. Possible research on the effect of enjoyment on focused immersion in gamification could be another area of concentration. In this study, aside from the introduction, the literature explains the adoption of the gamified learning environment and the hedonic motivation model at the end, the analysis and interpretation of our methodology were discussed.

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Business intelligence systems are widely employed in industries. However, students concerns about Business Intelligence course are largely missed in the business education curriculum. To take a proper decision on Business intelligence integration in business education, it is important to understand students’ concerns. This study employed a survey questionnaire to investigate 142 graduate students concerns about integrating business intelligence into business education curriculum. The survey questionnaire was adopted from previous studies to measure students’ concerns on a Business Intelligence job opportunity, interest and relevance in the Business intelligence education. The survey items have a reliability scales of Cronbach’s alpha (α) = 0.818, factor loading > 0.5, and Average Variance Extracted (AVE) ≥ 0.5, and Composite Reliability (CR) ≥ 0.6. Descriptive statistics and Independent sample t-test and Analysis of Variance (ANOVA) test were performed on the survey data. Students revealed that Business intelligence knowledge is relevant (mean = 4.29, SD = 0.710), has several job opportunities (mean = 4.16, SD = 0.675), and should be integrated into business education curriculum (mean = 3.95.08, SD = 0.79). In addition, there was no statistically significant difference (t (140) = –0.027, p > 0.05) between the concerns of students with Business Intelligence lecture experience and those without. Further, perceived importance and job opportunity significantly, F = 24.601 and p = .000(< .05) relates to the Business intelligence integration in Business Education. The findings draw implications for university management and business institutions in updating curriculum so as to equip business students with the essential Business Intelligence knowledge and skills for the betterment of the business organizations.

Kahoot is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use in a learning environment. Therefore, this paper added system interactivity, task-technology and learning-game conflict factor into the Technology Acceptance Model to investigate students intention and usage of Kahoot. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has positive influence (β = 0.311, p = 0.000) on perceived usefulness of Kahoot, while task-technology fit has influence (β = 0.173, p = 0.001) on Kahoot usage. Furthermore, findıngs show that learning-game conflict has (β = 0.096, p = 0.031) positive influence on student behavioral intention. The findings serve as a guide for planning, designing and implementing Kahoot to foster university students’ knowledge acquisition. Discussion and conclusion were provided.

The widespread use of video platforms has enriched and expanded options for synchronous learning for students attending class remotely including use of breakout rooms as a venue for peer-to-peer discussion. Although groupwork has long been used in face-to-face classes and there exists abundant research on its benefits, research on the use of breakout rooms as a venue for groupwork including students not physically in the classroom is scant. An end-of-term survey was administered to students in two classes taught using a HyFlex system where the instructor was physically present in the classroom with some students while other students participated remotely. Primary characteristics students liked about breakout rooms are that they facilitate student-to-student interaction, especially important during the pandemic, allow peer-to-peer learning and assistance, and keep student attention and interest. Primary characteristics noted as those disliked include lack of participation, that they can be awkward, and when they are poorly designed. Students found breakout rooms most productive when instructors provided clear guidance, students were held accountable for the conversation held in the breakout room, and all students participated.