Students’ Acceptance of Gamification-Based e-Learning in Supporting Web Programming Instruction

The COVID-19 pandemic and the development of the digital age have transformed how students learn. The use of technology such as the internet, social media, and mobile devices also influences university learning activities. Students choose self-paced learning that enables them to study at anytime and...

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Veröffentlicht in:Ubiquitous learning Jg. 17; H. 2; S. 75 - 91
Hauptverfasser: Pradana, Fajar, Setyosari, Punaji, Ulfa, Saida U, Hirashima, Tsukasa, Pinandito, Aryo, Rokhmawati, Retno Indah, Iriani, Nur Ida
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Champaign Common Ground Research Networks 2024
Schlagworte:
Colleges & universities
Computer Attitudes
Computer programming
Distance learning
Educational Technology
Electronic Learning
Gamification
Influence of Technology
Learning Activities
Online instruction
Programming
Social Influences
Student Evaluation
Students
Technology Acceptance Model
ISSN:1835-9795, 2475-9686
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Zusammenfassung:The COVID-19 pandemic and the development of the digital age have transformed how students learn. The use of technology such as the internet, social media, and mobile devices also influences university learning activities. Students choose self-paced learning that enables them to study at anytime and anywhere, especially for programming. Hyper Sheets Software (HSS) Learning is gamification-based media for programming learning. The purpose of this study was to analyze student acceptance of HSS Learning to improve their programming skills. In this study, the Technology Acceptance Model (TAM) was used to evaluate students’ acceptance of gamification-based e-learning. We employed three external variables, i.e., enjoyment, habit, and social influence. The subjects were 314 fourth and sixth semester students. The results showed that students’ attitudes toward the system were unaffected by criteria linked to ease of use. Besides, external factors including enjoyment, habits, and social influence have an impact on students’ acceptance of the HSS Learning to help improve their academic outcomes.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1835-9795
2475-9686
DOI:10.18848/1835-9795/CGP/v17i02/75-91