From Confidence to Enjoyment: How Perceived Enjoyment and Self-Efficacy Shape Engineering Students’ Intention to Adopt Mobile-Based Gamification Learning
DOI:
https://doi.org/10.56294/saludcyt20262605Keywords:
Quality Education, Mobile-Based Gamification Learning, Technology Acceptance Model, Perceived Enjoyment, Self-Efficacy, Engineering EducationAbstract
Introduction:
digital transformation in the Education 4.0 era has significantly reshaped higher education, including engineering education. In alignment with Sustainable Development Goal (SDG) 4: Quality Education, mobile-based gamification learning (MobGam) has emerged as an innovative approach to enhance learning quality. This study aims to analyze students’ behavioral intention (BI) to adopt MobGam by extending the Technology Acceptance Model (TAM) with two external constructs: Self-Efficacy (SE) and Perceived Enjoyment (PE).
Method:
a quantitative survey was conducted with 127 Industrial Electrical Engineering students in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate both measurement and structural models.
Results:
the findings show that PE significantly enhances both Perceived Ease of Use (PEU) (β = 0.553, p = 0.001) and Perceived Usefulness (PU) (β = 0.301, p = 0.003). SE also demonstrates a strong positive effect on PEU (β = 0.424, p = 0.001) and PU (β = 0.296, p = 0.003). In the structural model, PEU significantly influences PU (β = 0.402, p = 0.001) and Attitude Toward Use (AT) (β = 0.270, p = 0.005), while PU strongly predicts AT (β = 0.526, p = 0.001) and Behavioral Intention (BI) (β = 0.392, p = 0.001). AT emerges as the most powerful determinant of BI (β = 0.591, p = 0.001). Overall, the model demonstrates high explanatory capacity, with BI predicted substantially (R² > 0.70), confirming that both cognitive (PEU, PU) and motivational (SE, PE) constructs jointly shape students’ acceptance of MobGam.
Conclusions:
this study extends the applicability of TAM in the context of MobGam by integrating SE and PE as key determinants of technology acceptance. Practically, the findings suggest that educators and instructional designers should emphasize PE, SE, PEU, PE, and AT when implementing MobGam systems to foster learning qulality and sustainable technology adoption in line with SDG 4.
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