The aim of this study is to examine students’ acceptance of and intention to use Learning Management Systems (LMSs) for university education in Turkey using extended Technology Acceptance Model (e‐TAM). TAM has been widely used in various fields of technology acceptance in the last years and is found to be highly useful for the determination of the factors influencing the intention to use and adopt e‐learning platforms at universities. However, studies in this field have not converged around a uniform version of TAM. Almost all studies used different factors, samples or technologies to study behavioral intention. In this study, the most commonly used factors are compiled in one model. Results show that intention to use a LMS is affected from perceived usefulness, perceived ease of use and social norm. At the same time, perceived usefulness is affected from perceived ease of use, social norm and user interface design and perceived ease of use is affected from user interface design and computer self‐efficacy. Practitioners NotesWhat is already known about this topic E‐TAM is successfully applied to various e‐learning platforms (such as Moodle, Blackboard, IWiLL web‐based learning system, gadgets and etc.) to examine students’ acceptance and intention to use. According to the literature, the external variables are various, and social norm, user interface design and computer self‐efficacy are most commonly used or suggested factors. What this paper adds In this study, most common factors, which were not used altogether in one framework in other studies, are used to discover the behavioral intention to use a learning management System (LMS). The model is applied to two different sample groups by taking into consideration adoption issues. The proposed model of this study is analyzed by SEM technique to confirm the path and to find the best model fitting values. Implications for practice and/or policy Using this model the learning environment will improve and it will attract students more that will increase their intention to use LMS. This study would help universities to increase LMS usage by considering social norms, user interface design and computer self‐efficacy.

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The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required instructional design course participated in the study. Sections were randomly assigned to three groups: traditional, 2D and 3D game-based learning environments. "Mayer's Multimedia Design Principles" learning unit was presented to all groups. Data were obtained through a pre-test, a post-test and a questionnaire. Results revealed that all learning environments supported learning gains, with no differences among them. Additionally, participants valued 2D game-based environments more than 3D game-based and traditional classroom environments. Practitioner NotesWhat is already known about this topic • Games have potential for improving students' learning. • Effectiveness of game-based environments is an open issue.What this paper adds • Students' learning gains in traditional, 2D game-based and 3D game-based environments are all significantly high and there is no significant difference between them. • Students assign significantly higher value to 2D game-based environments compared with 3D game-based and traditional learning environments.Implications for practice and/or policy • 2D and 3D games can be used effectively as educational tools because learning gains show no difference from traditional classroom environments. • 2D games can be used instead of 3D games because students value 2D games more than 3D games although the learning gains are the same.