Factors Affecting Students’ Intention of Gamification for Learning Model in the Covid- 19 Pandemic Era at Indonesia: A Confirmatory Factor Analysis

Abstract

The current study explores the measurement of gamification-based distance learning education on campus in the Covid-19 period. Thriving from the regular distance learning during the pandemic Covid-19, the element of interactive study and fun through games will help the students resolve their process of learning. The well famous Technology Acceptance Model, to include the perceived interactivity, is used as the measurement model. The assessment uses the confirmatory factor analysis, and nine hypotheses are stated. The research collects a total of 150 higher education students as the instrument of the sample. The data is analysed by a structural equation model to evaluate hypotheses testing. The result shows the suitability model in explaining the students' intention up to use gamification-based education. A total of seven out of nine hypotheses are accepted. AT presents the most dominant influence value to BI with the beta value of 0.87. The overall model explains 76 percent of total intention in the measurement model. The theoretical and practical implications are further explained.

Trends and gaps in empirical research on gamification in science education: A systematic review of the literature

“…Literature concerning education has been increasingly focusing on gamification, particularly in the context of its implementation in teaching and learning to assist teachers and students achieve their objectives and goals (Acosta-Medina et al, 2020). In the most basic sense, studies in the literature described gamification as the game elements in non-gaming objectives (Dicheva et al, 2015;Nadlifatin et al, 2020). According to Folmar (2015), gamification is not creating a game that imparts a lesson but rather it is the application of the game in a way that the lesson is imparted along with its development based on the player's feedback (p. 5).…”