Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
Information Security: Going Digital (Invited Lecture) Read chapter Read first chapter

2019 | OriginalPaper | Chapter

Continuance Use Intention of a Gamified Programming Learning System

Authors : Marisa Venter, Arthur James Swart

Published in: ICT Education

Publisher: Springer International Publishing

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

The gamification of education offers various advantages including increased engagement of students. Limited research is currently available that can shed light on the influence of various gamification elements in on-line learning environments on the engagement and continuance use intention of students. The objective of the study was therefore to investigate the influence of gamification elements in on-line learning environments on the engagement of students and consequently on the continuance use intention of students. The population of the study consisted of 192 second-year Information Technology students enrolled at the Central University of Technology (Free State). An on-line questionnaire was used to collect data from students. The results indicated that the rewards that students received, as well as their self-expression and status in a gamified programming learning environment are very important to enhance their engagement in these environments. Furthermore, the study revealed that meaningful experiences in on-line learning environments is the leading predictor of continuance use intention of students in gamified programming learning environments. The results of this study could assist instructors in information technology departments of higher education institutions to incorporate gamified programming learning environments into their learning offerings.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter Information Security: Going Digital (Invited Lecture)
next chapter Robotics: From Zero to Hero in Six Weeks
Literature
1.
Agarwal, R., Karahanna, E.: Time flies when you’re having fun: cognitive absorption and beliefs about information technology usage. MIS Q. 24(4), 665–694 (2000)CrossRef
2.
Bhattacherjee, A.: Understanding information systems continuance: an expectation-confirmation model. MIS Q. 25(3), 351–370 (2001)CrossRef
3.
Bunchball: Gamification 101: An Introduction to the Use of Game Dynamics to Influence Behavior (2010)
4.
Chen, Y., Burton, T., Mihaela, V., Whittinghill, D.M.: Cogent: a case study of meaningful gamification in education with virtual currency. Int. J. Educ. Technol. 10(1), 39–45 (2015)
5.
Chen, L., Meservy, T.O., Gillenson, M.: Understanding information systems continuance for information-oriented mobile applications. Commun. Assoc. Inf. Syst. 30, 127–146 (2012)
6.
Csíkszentmihályi, M.: Finding Flow: The Psychology of Engagement with Everyday Life. Harper Perennial, New York City (1990)
7.
Dagan, G., Akkoyunlu, B.: Modeling the continuance usage intention of online learning environments. Comput. Hum. Behav. 60, 198–211 (2016)CrossRef
8.
Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining gamification. In: Proceedings of 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9–15 (2011)
9.
Dichev, C., Dicheva, D.: Gamifying education: what is known, what is believed and what remains uncertain: a critical review. Int. J. Educ. Technol. High. Educ. 14(1), 1–36 (2017)CrossRef
10.
Evans, J.: Straightforward Statistics for the Behavioral Sciences. Brooks/Cole, Boston (1996)
11.
Field, A.: Discovering Statistics Using SPSS. SAGE, Newcastle upon Tyne (2009)MATH
12.
Finneran, C.M., Zhang, P.: A person-artefact-task (PAT) model of flow antecedents in computer-mediated environments. Int. J. Hum. Comput. Stud. 59(4), 475–496 (2003)CrossRef
13.
Hamari, J.: Transforming homo economicus into homo ludens: a field experiment on gamification in a utilitarian peer-to-peer trading service. Electron. Commer. Res. Appl. 12(4), 236–245 (2013)CrossRef
14.
Hamari, J., Koivisto, J.: Social motivations to use gamification: an empirical study of gamifying exercise. In: ECIS 2013 Proceedings of the European Conference on Information Systems, pp. 1–12 (2013)
15.
Hamari, J., Koivisto, J.: Working out for likes: an empirical study on social influence in exercise gamification. Comput. Hum. Behav. 50, 333–347 (2015)CrossRef
16.
Hamari, J., Koivisto, J., Sarsa, H.: Does gamification work? A literature review of empirical studies on gamification. In: Proceedings of the Annual Hawaii International Conference on System Sciences, pp. 3025–3034 (2014)
17.
Hamari, J., Shernoff, D.J., Rowe, E., Coller, B., Asbell-Clarke, J., Edwards, T.: Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Comput. Hum. Behav. 54, 170–179 (2016)CrossRef
18.
Kankanhalli, A., Taher, M., Cavusoglu, H., Kim, S.: Gamification: a new paradigm for online user engagement. In: Proc. 33rd International Conference on Information Systems, pp. 1–10 (2012)
19.
20.
Lee, C.L., Yang, H.J.: Organization structure, competition and performance measurement systems and their joint effects on performance. Manag. Account. Res. 22(2), 84–104 (2011)CrossRef
21.
Lee, M.C.: Explaining and predicting users’ continuance intention toward e-learning: an extension of the expectation-confirmation model. Comput. Educ. 54(2), 506–516 (2010)CrossRef
22.
Lee, M.C., Tsai, T.R.: What drives people to continue to play online games? An extension of technology model and theory of planned behavior. Int. J. Hum.-Comput. Interact. 26(6), 601–620 (2010)CrossRef
23.
Liao, Y.W., Wang, Y.S.: Investigating the factors affecting students’ continuance intention to use business simulation games in the context of digital learning. In: Proc. International Conference on Innovation, Management and Service, pp. 119–124 (2011)
24.
Liu, D., Santhanam, R., Webster, J.: Toward Meaningful Engagement: a framework for design and research of gamified information systems. MIS Q. 41(4), 1011–1034 (2017)CrossRef
25.
Ma, M., Agarwal, R.: Through a glass darkly: information technology design, identity verification, and knowledge contribution in online communities. Inf. Syst. Res. 18(1), 42–67 (2007)CrossRef
26.
Mekler, E.D., Brühlmann, F., Opwis, K., Tuch, A.N.: Disassembling gamification: the effects of points and meaning on user motivation and performance. In: Proceedings of CHI 2013 Extended Abstracts on Human Factors in Computer Syststem, p. 1137 (2013)
27.
Morrison, B.B., di Salvo, B.: Khan academy gamifies computer science. In: SIGCSE 2014 Proceedings of 45th ACM Technical Symposium on Computer Science Education, pp. 39–44 (2014)
28.
Nagle, A., Wolf, P., Riener, R., Novak, D.: The use of player-centered positive reinforcement to schedule in-game rewards increases enjoyment and performance in a serious game. Int. J. Serious Games 1(4), 2384–8766 (2014)CrossRef
29.
Nicholson, S.: A user-centered theoretical framework for meaningful gamification. In: Games \(+\) Learning \(+\) Society 8.0 (2012)
30.
Nicholson, S.: Two paths to motivation through game design elements: reward-based gamification and meaningful gamification. In: Proceedings of iConference, pp. 671–672 (2013)
31.
Patel, M.S., Asch, D.A., Volpp, K.G.: Wearable devices as facilitators, not drivers, of health behavior change. J. Am. Med. Assoc. 313(5), 459–460 (2015)CrossRef
32.
Pereira, F.A.D.M., Ramos, A.S.M., Andrade, A.P.V.D., Oliveira, B.M.K.D.: Use of virtual learning environments: a theoretical model using the decomposed expectancy disconfirmation theory. J. Inf. Syst. Technol. Manag. 12(2), 333–350 (2015)
33.
Roca, J.C., Chiu, C.M., Martínez, F.J.: Understanding e-learning continuance intention: an extension of the technology acceptance model. Int. J. Hum. Comput. Stud. 64(8), 683–696 (2006)CrossRef
34.
Ryan, R.M., Rigby, C.S., Przybylski, A.: The motivational pull of video games: a self-determination theory approach. Motiv. Emot. 30(4), 347–363 (2006)CrossRef
35.
Saadé, R., Bahli, B.: The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model. Inf. Manag. 42(2), 317–327 (2005)CrossRef
36.
Santhanam, R., Liu, D., Shen, W.C.M.: Research note: gamification of technology-mediated training: not all competitions are the same. Inf. Syst. Res. 27(2), 453–465 (2016)CrossRef
37.
Sherry, J.: Flow and media enjoyment. Commun. Theory 14(4), 328–347 (2004)CrossRef
38.
Stanculescu, L., Bozzon, A., Sips, R., Houben, G.: Work and play: an experiment in enterprise gamification. In: CSCW 2016 Proceedings of 19th ACM Conference on Computer Supported Cooperative Work and Social Computing, pp. 346–358 (2016)
39.
Suh, A.: Applying game design elements in the workplace. In: ICIS 2015 Proceedings of 36th International Conference on Information Systems, pp. 1–11 (2015)
40.
Suh, A., Cheung, C.M.K., Ahuja, M., Wagner, C.: Gamification in the workplace: the central role of the aesthetic experience. J. Manag. Inf. Syst. 34(1), 268–305 (2017)CrossRef
41.
Suh, A., Wagner, C., Liu, L.: The effects of game dynamics on user engagement in gamified systems. In: Proceedings of Annual Hawaii International Conference on System Sciences, pp. 672–681 (2015)
42.
Tao, Y.H., Cheng, C.J., Sun, S.Y.: What influences college students to continue using business simulation games? The Taiwan experience. Comput. Educ. 53(3), 929–939 (2009)
43.
Tarhini, A., Masa‘deh, R., Al-Busaidi, K.A., Mohammed, A.B., Maqableh, M.: Factors influencing students’ adoption of e-learning: a structural equation modeling approach. J. Int. Educ. Bus. 10(2), 164–182 (2017)
44.
Thong, J.Y.L., Hong, S.J., Tam, K.Y.: The effects of post-adoption beliefs on the expectation-confirmation model for information technology continuance. Int. J. Hum. Comput. Stud. 64(9), 799–810 (2011)CrossRef
45.
Tüzün, H., Yilmaz-Soylu, M., Karaku, T., Inal, Y., Kizilkaya, G.: The effects of computer games on primary school students’ achievement and motivation in geography learning. Comput. Educ. 52(1), 68–77 (2009)CrossRef
46.
Venter, M.: Continuance use intention of primary school learners towards mobile mathematical learning games. Dissertation: Computer Science Department, University of the Free State (2017)
47.
Wang, Y., Fresenmaier, D.: Assessing motivation of contribution in online communities: an empirical investigation of an online travel community. Electron. Markets 13(1), 33–45 (2003)CrossRef
Metadata
Title
Continuance Use Intention of a Gamified Programming Learning System
Authors
Marisa Venter
Arthur James Swart
Copyright Year
2019
Book
ICT Education

Print ISBN: 978-3-030-05812-8

Electronic ISBN: 978-3-030-05813-5

Copyright Year: 2019

DOI
https://doi.org/10.1007/978-3-030-05813-5_2

Premium Partner

    Image Credits