Continuance Intentions to Use Gamification for Training in Higher Education: Integrating the Technology Acceptance Model (TAM), Social Motivation, and Task Technology Fit (TTF)

Despite the public enthusiasm for gamification training for employees, gamification is not yet been fully incorporated for instructor training in universities. Previous studies have examine factors that improves employee participation, motivation and engagement that leads to the employee intentions to use gamification for training. Therefore, in this study, task technology fit (TTF), social motivations (SM) and knowledge gain from using gamifiction were investigated. The TAM is enhanced with other factors; such as the task technology fit (TTF) and social motivation. The TTF is used to examine gamification utility, while social motivation is used to examine social influence (SI) and social recognition (SR). Data were collected in two phases, in the first phase 375 data were used for the TAM, secondly, 31 data were used for the pre and posttest. A structural equation model were presented to test the TAM while the t-test were used to study the knowledge gain from using the gamification system. However, the foundation for understanding instructors' behavior in this study's context are: (1) perceived usefulness and attitudes are crucial to the continuance intentions to use gamified Moodle for training; (2) perceived usefulness mediates the relationships among social recognition, TTF, perceived ease of use, and social influence on continuance intentions; (3) when predicting continuance intentions, TTF, social recognition, social influence, and perceived ease of use are vital; (4) TTF positively affects perceived ease of use; and, unexpectedly, (5) the TTF and social influence have no significant effects on perceived usefulness. Detailed results and educational implications are discussed.