Paper—Paper Formatting for online-journals.

org

Students’ Acceptance towards Gamification-based

E-Learning in Supporting Web Programming Learning

Abstract—The pandemic's effects and the development of the digital age

have transformed how students learn. Students choose self-paced learning that
they may complete at any time and anywhere, especially for the programming
subject. HSS Learning is a gamification-based learning media for programming
material. The purpose of this study is to analyze the student acceptance by using
the HSS Learning to improve their programming skills. In this study, the Tech-
nology Acceleration Model (TAM) was used with the variables Perceived Use-
fulness (PU), Perceived Ease of Use (PEOU), Attitude (AT), and Continuance
Intention (CI). The subjects in this study were 314 participants from 4th and 6th
semester students at Brawijaya University. The outcome demonstrates that stu-
dents' attitudes toward utilizing this system were unaffected by criteria linked to
ease of use. According to this study, it has been established that external factors
including enjoyment, study habits, and social conditioning have an impact on
students' acceptance to use the HSS Learning to help their academic endeavors.

Keywords— Gamification, Learning, Acceptance, Programming, Students

1 Introduction

Technology has developed and is used in various fields. The use of technology such
as the internet, social media, and mobile devices also influences university learning
activities [1]. Technology has long been used to support education, but since the Covid-
19 pandemic hit the world, the technology used in education has increasingly varied.
The pandemic has accelerated the shift from traditional to digital-based learning, where
technology is critical [2]. Digital learning has an impact on material that is no longer
paper-based and shifts to online media and digital content. Meetings with teachers and
students are less intense in this scenario. E-learning is an option that requires educators
to adopt innovative learning technologies while maintaining student involvement in
digital learning materials so that learning outcomes can be achieved. Al-Rahmi et al.
[3] argue that e-learning provides a virtual situation where students can participate in
several activities. There are broad benefits from e-learning systems, including easy ac-
cess to material content, team collaboration, and timely discussions [4].
In computer science education, programming is one of the competencies that stu-
dents must have. Learning programming requires skills in critical thinking, problem-
solving, computational logic, and system design [5]. Students must often practice com-
pleting the given case studies in learning programming languages. However, students
often face problems in learning about programming concepts and syntax [6]. One prob-
lem often encountered is students' low involvement [5]. In a typical classroom setting,
a lecturer explains the content and gives examples for the students to follow and try.
Students must learn programming by doing more than just writing program code in
Paper—Paper Formatting for online-journals.org

class and under the supervision of educators. Students should be able to practice in-
tensely in writing program code independently and repeatedly until they reach an ad-
vanced level [7]. Student learning outcomes in programming are also directly propor-
tional to these conditions. The average programming ability score of first-year students
is 23 out of a scale of 110, and the attrition level only reaches 30%, indicating that
students find it challenging to understand this field [8].
The industry increasingly needs graduates with good programming skills [9]. Be-
cause the need for programming competencies is getting higher, the field of program-
ming is one of the main competencies that must be possessed by students from majors
or engineering study programs [5]. Programming fields are generally divided based on
their role in the industry, including back-end programming, front-end programming,
and mobile developers [10]. Front-end developers, especially in the field of web pro-
gramming, are the fields most needed by the industry [10]. The job prospects for Web
Developers and web design are projected to increase by 8% in 2019-2029, faster than
the average for all existing professions. Hyper-Text Markup Language (HTML) and
Cascading Style Sheets (CSS) are core technologies that front-end programmers must
master. HTML and CSS are the core technologies that underlie website creation. How-
ever, in the current conditions, many students are not interested in learning program-
ming methods that tend to be conventional and not fun. Based on a random survey of
undergraduate students at the Faculty of Computer Science, Universitas Brawijaya,
76% of 100 students are interested in learning lecture material other than basic pro-
gramming [7]. Student motivation needs to be increased so that it will have an impact
on the level of student engagement and understanding.
Learning innovation through gamification-based e-learning to support learning can
increase student engagement and productivity [7], [11]. The use of gamification is in-
creasingly popular because it is proven to positively influence behavior and cognitive
processes by increasing user motivation and engagement through a game-like experi-
ence [12]. Gamification-based e-learning in the field of web programming called
HTML CSS Learning (HSS Learning) has been developed to support web program-
ming learning. Using HSS learning, students can study material while practicing writ-
ing program code independently. The gamification elements include experience points,
leaderboards, badges, avatars, and challenges. Students can work on existing questions
at their own pace.
Using technology in the form of gamification-based e-learning in the programming
field still needs to be applied. It is interesting to analyze student intentions and percep-
tions of whether they accept using HSS learning as a supporting learning media in
learning web programming. The Technology Acceptance Model (TAM) has been
widely used to measure and describe user acceptance of new systems or technologies,
including educational and learning technology [13]. The critical review of TAM sug-
gests adding additional factors to the original TAM version to better explain the factors
contributing to the acceptance of a specific technology [14]. This study assesses the
validity of the TAM method in gamification-based e-learning settings. It examines how
the added external variables will impact student acceptance of HSS Learning as a sup-
port for programming learning. This study contributes to providing recommendations
for the improvement and development of HSS Learning in the future and also
Paper—Paper Formatting for online-journals.org

contributes to providing references to similar research using the TAM model in a gam-
ification-based learning environment.

2 Literature Review

2.1 HSS Learning: Gamification-based E-learning

HSS Learning, which stands for HTML-CSS Learning, is a web-based system im-
plemented in the Basic User Interface Design course [15]. With HSS Learning, students
can learn front-end programming material, especially HTML and CSS. HTML and CSS
are the underlying core technologies in website creation. HSS Learning applies various
game elements such as levels, challenges, experience points, leaderboards, hints, and
courses. As a consequence of an interactive gamification framework [16] states that
utilizing the latest technology enables learning to be more productive, fun, and enjoya-
ble. In addition, learning platforms that implement game mechanisms and mechanics
can increase engagement and create entertaining e-learning [17]. This is to respond to
the stigma circulating among students that programming is scary and difficult to learn
In supporting the learning process in the field of HTML CSS programming, the stu-
dent can operate the HSS Learning platform in 3 phases: the Preparation, Learning, and
Exercise Phases. Each phase applies gamification elements as supporting features.

Fig. 1. Learning Process

Paper—Paper Formatting for online-journals.org

Figure 1 shows the learning process in HSS Learning; a detailed explanation of each
stage is as follows:
1. In the preparation phase, students carry out the registration process on the plat-
form. After success, students will be directed to update their profiles. By updat-
ing their profile, students can replace their avatar with a personal photo or an-
other image according to their individual preferences
2. Learning Phase, at this stage, students are directed to study materials according
to the chosen topic. The materials presented are interactive, where students do
not need to do coding but press interactive buttons and then observe changes in
the lines of code that occur.
3. Exercise Phase: Students can do exercises and challenges at this stage. Exercise
is an exercise that students can do on each learning topic provided. Each topic
consists of 1-2 exercises to complete. These topics are divided into three diffi-
culty levels: basic, intermediate, and advanced.

2.2 Technology Acceptance Model (TAM)

TAM was first proposed by Davis [18] to identify the factors that influence user
acceptance of the adoption of technology. This model shows that the adoption of IT
systems is determined by the user's intention to use the system, which is determined by
the user's attitude towards this system. TAM is the result of the development of the
Theory of Reasoned Action (TRA), which was previously developed by Fishbein &
Ajzen in 1975.
Intuitively, the easier it is to use, the more acceptable the technology is to users. The
attitude is influenced by two perceptions: the perceived ease of use (PEOU) and the
system’s perceived usefulness (PU). PU and PEOU are two well-known variables in
the TAM model [18], [19]. The TAM model has been widely adopted and developed
more than 4000 times by many researchers [20], including from an educational tech-
nology point of view. However, researchers criticize the TAM model because it is con-
sidered incomplete and suggest extending TAM to specific contexts, including the ad-
dition of unique variables related to adapted technology [14], [21]. This study aims to
respond to this by examining a model that will explain gamification in the context of e-
learning in the field of web programming. External variables added are enjoyment,
habit, and social influence.

2.3 Enjoyment, Habit, and Social Influence as the external variable

The growing e-learning market is experiencing an increase in popularity in the field

of education [22]. However, there still needs to be more research investigating individ-
ual continuance intention toward e-learning. In addition, there is evidence of an increase
in underutilized e-learning systems [23]. Therefore, identifying acceptance factors from
Information Technology will help the implementation of IT strategy in an organization.
Reference reveals that acceptance of new technology is influenced by extrinsic and in-
trinsic motivation [24]. Internal motivation encourages behavior that results in achieve-
ment or internal perceptions or perceptions such as enjoyment or other positive feelings
Paper—Paper Formatting for online-journals.org

[24]. Enjoyment is also an important motivator in online game playing [25]. Based on
that, even though gamification is applied to non-game contexts, which are different
from games, it has adopted the application of game elements so that enjoyment becomes
very closely related to influencing the use of gamification. For game elements such as
levels, missions, and challenges, several studies state that increasing task difficulty does
increase engagement and enjoyment [26], [27]. We assume that attitudes or behavioral
intentions of customers towards technology, systems, or services can be generated not
only from functional usability but also from perceived enjoyment. Users who don't en-
joy gamification-based e-learning are unlikely to be involved anymore. Enjoyment can
explain people's intentions or attitudes [28]. Previous research also shows that enjoy-
ment can indirectly affect intentions through other variables [24]. For example, [29]
found that enjoyment significantly influences continuance intention in using technol-
ogy through perceived ease of use.
Habit is defined as the extent to which a person tends to perform behavior automat-
ically due to learning [30]. The literature says that adopting new technology will com-
plement user habits when they experience the necessary knowledge about the technol-
ogy’s purpose and the extent to which they can achieve an expected goal [31]. In gam-
ification, game elements such as points, rewards, leaderboards, and badges can increase
the habitual aspects of users [32]. Habit is used as a construct in research conducted by
[33]. In this study, the habit has a significant positive relationship to perceived useful-
ness and perceived ease of use, which are the primary constructs in the TAM model.
This study considers habit because gamification-based e-learning is used as a learning
media and practicing web programming and provides an automatic assessment of cod-
ing done by students.
Social influence is defined as the extent to which an individual feels that a system is
essential when other people and their surroundings believe in using the new system
[29]. Fishbein and Ajzen [34] introduced the concept of social influence; they devel-
oped a new adoption model of intentioned behavior called the theory of planned behav-
ior (TPB), where social influence is the primary predictor of intentional behavior to
adopt an innovation. In the context of learning, social gaming has an impact on experi-
ence in social relatedness; students can "play" in groups and share their results and their
high scores in their social networks (external) [35]. Gamification of social elements can
even trigger a "fear of missing out" [36]. Elements of game mechanics also have a
potential impact on social influence. For example, individuals are more likely to engage
in behaviors they think others are doing [37].

3 Methodology

In this study, the Technology Acceleration Model (TAM) was used with the varia-
bles Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (AT), and
Continuance Intention (CI). In addition, this study adds three external variables based
on the literature review, which are thought to have a specific effect on the context of a
gamification-based learning platform. These variables are Enjoyment (E), Habit (H), is
Paper—Paper Formatting for online-journals.org

Social Influence (SI). Figure 2. is the TAM model and the three external variables pro-
posed in this study.

Perceived
H6 Usefullness
Enjoyment (PU)
(E) H1
H7
H3

H8

Habit H5 Continuance
(H) Attitude
Intention
(AT) H2
H9 (CI)
H12
H10

H4
Social Influence
H11
(SI) Perceived Ease
of Use
(PEOU)

Fig. 2. Proposed TAM Model and 3 External Variable

3.1 Hypothesis

From every literature review and referring to the original TAM model, the model
proposed in this study tests the hypotheses in Table 1.

Table 1. Hypothesis
Code Hypothesis
H1 Perceived Usefulness will significantly influence students' Continuance
Intention to use HSS Learning.
H2 Students' Attitude will significantly influence their Continuance Intention
to use HSS Learning.
H3 Perceived Usefulness will significantly influence students' Attitudes to-
ward using HSS Learning.
H4 Perceived Ease of Use will significantly influence students' Attitudes to-
ward using HSS Learning.
H5 Perceived Ease of Use will significantly influence students’ Perceived
Usefulness to use HSS Learning.
H6 Students work Enjoyment will significantly influence students’ Perceived
Usefulness in using HSS Learning.
H7 Students’ Habits in using tools will significantly influence students’ Per-
ceived Usefulness.
H8 Students’ Social Influence will significantly influence students’ Perceived
Usefulness in using HSS Learning.
Paper—Paper Formatting for online-journals.org

H9 Student work Enjoyment will significantly influence students’ Perceived

Ease of Use in using HSS Learning.
H10 Students’ Habits in using tools will significantly influence students’ Per-
ceived Ease of Use.
H11 Students’ Social Influence will significantly influence students’ Perceived
Ease of Use in using HSS Learning.
H12 Students’ Social Influence will significantly influence students’ Attitudes
toward using HSS Learning.

3.2 Data Collection, Context, and Participant

This research was conducted at the Information Systems Department, Faculty of

Computer Science, Brawijaya University. The subjects in this study were 4th and 6th-
semester students in the courses Basic Information Systems Development, Basic User
Interface Design, and Information Systems Analysis and Design. The total number of
participants in this test was 314 students. All students have diverse abilities in the field
of web design, especially HTML and CSS, including high ability, medium ability, and
low ability. However, it is ensured that all participants have taken or are currently taking
introductory courses related to HTML and CSS. At the time of observation, all students
used the HSS Learning platform for five weeks in a hybrid format. For five weeks, the
subject explored features and completed exercises and challenges in HSS Learning. The
demographics of the respondents can be seen in Figure 3.

Fig. 3. Demographic of Participants

Paper—Paper Formatting for online-journals.org

After the participants completed the exercises and challenges in HSS Learning, they
were given a 5-Likert scale TAM questionnaire with 20 items representing the four
main TAM variables and 13 additional items representing the external variables defined
in this research. TAM variables include Perceived Usefulness (PU), Perceived Ease of
Use (PEOU), Attitude (AT), and Continuance Intention (CI). While additional variables
include Enjoyment (E), Habit (H), is Social Influence (SI). The samples of the TAM
questionnaire items used in this research are shown in Table 2

Table 2. Sample of TAM quitionnaire

Variable ID Question Item
Perceived Use- PU2 Using MOOCs enhances my learning effectiveness.
fulness
Perceived Ease PEOU3 Interaction with HSS Learning is very clear and easy
of Use to understand
Attitude ATU1 I believe that using HSS Learning is a good idea.
Continuance In- CITU2 I will continue using HSS Learning increasingly in
tention the future.
Enjoyment E2 HSS Learning makes me enjoy learning HTML CSS
Habit H1 The use of software has become a habit for me.
Social Influence S3 If my classmates like to join the competition, I will
do it.

3.3 Validity and Reliability

Before analyzing the respondent's data, it is necessary to calculate the reliability. In

general, reliability is defined as something that can be trusted or a condition that can be
trusted. In a statistical research analysis, the reliability test determines the level of
consistency of a questionnaire used by researchers so that the questionnaire can be
relied upon to measure research variables. A summary of the reliability analysis of the
question items in the questionnaire is presented in Table 3. The results indicated that
the alpha of Perceived Usefulness (PU) was 0.87, Perceived Ease of Use (PEOU) was
0.84, Attitude was 0.85, and Continuance Intention was 0.9, indicating Excellent.
Meanwhile, the external variables Habit (H), Enjoyment (E), and Social Influence (SI)
fall between 0.8-0.9, which indicates Good and Excellent Reliability. The results of the
alpha calculations show that the responses to the set of questions for all variables are
reliable. Thus, response data can be analyzed for further evaluation and hypothesis
testing.
Table 3. Reliability Analysis
Tam Variable Items Cronbach’s Alpha Reliability
PU 6 0.87 Good
PEOU 4 0.84 Good
ATU 5 0.85 Good
CITU 3 0.9 Excellent
Paper—Paper Formatting for online-journals.org

H 4 0.86 Good
E 4 0.81 Good
SI 5 0.95 Excellent

4 Result and Discussion

In this study, the Technology Acceptance Model (TAM) was used to evaluate
student acceptance of a Gamification-based learning platform called HSS Learning.
The effects between the variables in the proposed conceptual model are analyzed and
presented using a statistical approach. However, the resulting questionnaire data failed
to meet the Shapiro-Wilk normality test. So this study uses a non-parametric test to
evaluate and test the hypothesis. A summary of the regression analysis results for the
proposed acceptance model is depicted in Table 4. The hypothesis was tested using a
significance level of 5% to consider whether to accept the Null Hypothesis. If the null
hypothesis is rejected, there is a significant influence between the proposed variables.
In this study, we used the non-parametric Generalized Linear Model (GLM) to test the
hypothesis and used Nagelkerke's pseudo-R2 to describe the fitness level of the
proposed model.
Table 4. Regression Analysis
Hypothesis Coefficient p-value Intercept R2 Support
H1 PU → CI 0.75154 *** Yes
-0.99159 0.5015625
H2 AT → CI 0.39129 *** Yes
H3 PU → AT 0.39319 *** Yes
H4 PEOU → AT 0.06777 0.163005 2.10992 0.3524738 No
H12 SI → AT 0.10419 *** Yes
H5 PEOU → PU 0.27366 *** Yes
H6 E → PU 0.35702 *** Yes
1.19051 0.4923919
H7 H → PU 0.06779 0.0562 No
H8 SI → PU 0.04027 0.3003 No
H9 E → PEOU 0.49345 *** Yes
H10 H → PEOU 0.11546 ** 1.61523 0.4641918 Yes
H11 SI → PEOU 0.03912 0.33188 No
*, **, *** p-value < 0.05

Non-parametric GLM analysis was used to evaluate students' responses to the model.
The analysis results describe how each independent variable affects the dependent
variable. The R2 value represents the proportion of the relationship between the
dependent variable and the independent variable in the proposed model. The H1 and
H2 hypotheses illustrate that the CI variables depend on PU and AT. Based on the
results of multiple analyses on PU and AT variables on CI, both significantly affect CI.
Based on the R2 value, the model covers 50.01% of the CI variance.
Paper—Paper Formatting for online-journals.org

The relationship between PU, PEOU, and SI on Attitude Toward Using (ATU) was
also evaluated using the GLM Analysis. This analysis was conducted to predict ATU
from PU, PEOU, and SI. The results show a significant relationship between the two
variables: PU and SI. This is because the calculation of linear regression analysis results
shows statistically significant results (p-value <0.05). At the same time, PEOU does
not significantly affect AT. According to the regression results, the value of R2 is
35.24%.

Fig. 5. Acceptance model of HSS Learning

Three external variables proposed in this study, namely Enjoyment (E), Habit (H),
and Social Influence (SI), were taken into account together with PEOU to identify
whether these variables affect PU by using GLM analysis. The results show that the
value of R2 is 0.4923, meaning that 49.23% of the PU variant can be predicted by the
variables E, H, SI, and PEOU. The analysis results show that E and PEOU significantly
influence PU variables. However, H and SI do not considerably affect PU. The results
of the GLM analysis showed that the P-value was 0.0562 and 0.3003, which statistically
meant that it had no significant effect because the p-value was greater than the
significant value of 0.005. Habit and social influence do not affect the perceived
usefulness of HSS Learning. Meanwhile, students' Enjoyment and Perceived Ease of
Use affect perceived usefulness variables.
Similar to the previous analysis, the influence of external variables E, H, and SI on
PEOU was also evaluated using the GLM analysis. The significance of the F-test
indicates that the sample data has sufficient evidence to fit the regression model than
the model without the independent variable with a p-value of 0.000, which is less than
the specified 0.05 level of significance. Although the test results show that all external
variables can only predict 46.4% of the PEOU variance, both E and H variables affect
student PEOU. SI has a significant influence on AT. Summarizing all the results of the
GLM analysis and ignoring all insignificant associations and relationships, the student
acceptance model of HSS Learning from this study is shown in Figure 5.
Paper—Paper Formatting for online-journals.org

The overall results show that most confirmed relationships are in accordance with
previous TAM research describing students’ intention to use new technologies. In this
study, students' perceived usefulness is positively affecting their attitude towards using
HSS Learning. Other studies claim enjoyment is an important motivator in game
playing [25]. Therefore we apply the game concept in gamification-based learning in
Web Programming. We assume that student attitudes or behavior towards the use of
new technology can result not only from functional use but also from perceived
enjoyment. Our findings align with research conducted [24], [29], that enjoyment is a
variable that significantly affects Perceived Usefulness and Perceived Ease of Use.
Students enjoy using HSS Learning , which is equipped with game elements that make
them feel that they are not learning but that the game environment is familiar to them.
Other studies say that adopting new technology will complement user habits when
they experience the necessary knowledge about the technology’s purpose and the extent
to which they can achieve an expected goal [31]. In gamification, game elements such
as points, rewards, leaderboards, and badges can increase the habitual aspects of users
[32] . The findings in our study show that Habit affects students' Perceived Ease of Use.
These results support the research conducted [33]. Students feel familiar with the user
interface of HSS Learning because most of them often use applications to support their
activities. In addition, many of the students often or have played games, so implement-
ing gamification also contributes to increasing the significance of Habit to Perceived
Ease of Use.
Elements of game mechanics have a potential impact on social influence. For
example, individuals are more likely to engage in behavior they think others are
engaging in [37]. HSS Learning implements Leaderboard, Point, and Badges elements
that allow fellow students to see and show off the results obtained by each other. Our
findings show that it is true that social influence that arises because of the game
elements has a significant impact on student attitudes toward using the new technology.

5 Conclusion and Future Works

Convenience and usability of the system are factors that influence students' interest
in using HSS learning media that apply gamification techniques in learning. When
students feel enjoy with the system used, they will judge it as useful and continue to
use it in learning. The enjoyment factor also influences students' views of the system’s
ease of use. Students' previous patterns and habits in learning influence how students
assess the ease of use of this system. If the system is in accordance with their learning
habits, they will find it easy to use. However, students' habits do not affect their
usability and behavior in using the system. Social influences in this study are known to
influence how students use this system. If many of a student's friends or social
environment use this system, students will also be encouraged to use it.
In general, the research model analyzed in this study was adapted from the TAM
model. The results of the analysis obtained are mostly consistent with the TAM model
that has been described in previous studies. However, in this study, factors related to
ease of use did not affect students' attitudes toward using this system. In the context of
Paper—Paper Formatting for online-journals.org

this research, external factors related to enjoyment, study habits, and social influence
are proven to influence student acceptance of using the HSS system in supporting
student learning activities.
The results of the TAM analysis from this study identified aspects that influenced
students' intentions to use HSS Learning as a support for learning in the field of Web
Programming. The results of this research experiment show that future improvement
and improvement of HSS Learning can be made by focusing on the most influential
aspects and not prioritizing the less significant factors. Usability and user experience
analysis can be performed to evaluate and analyze user experience using HSS Learning.

6 References

[1] M. Urh, G. Vukovic, E. Jereb, and R. Pintar, “The Model for Introduction of
Gamification into E-learning in Higher Education,” Procedia Soc Behav Sci,
vol. 197, no. February, pp. 388–397, 2015, doi: 10.1016/j.sbspro.2015.07.154.
[2] A. Pinandito, C. P. Wulandari, D. D. Prasetya, T. Hirashima, Y. Hayashi, and
H. M. Az-Zahra, “Students’ acceptance towards kit-build concept map author-
ing tool in supporting learning of english reading comprehension,” in ACM In-
ternational Conference Proceeding Series, Nov. 2020, pp. 158–164. doi:
10.1145/3427423.3427464.
[3] W. M. Al-Rahmi et al., “Use of E-Learning by University Students in Malay-
sian Higher Educational Institutions: A Case in Universiti Teknologi Malay-
sia,” IEEE Access, vol. 6, pp. 14268–14276, Feb. 2018, doi: 10.1109/AC-
CESS.2018.2802325.
[4] F. Concannon, A. Flynn, and M. Campbell, “What campus-based students think
about the quality and benefits of e-learning,” Blackwell Publishing Ltd, 2005.
[5] D. Topalli and N. E. Cagiltay, “Improving programming skills in engineering
education through problem-based game projects with Scratch,” Comput Educ,
vol. 120, no. January, pp. 64–74, 2018, doi: 10.1016/j.compedu.2018.01.011.
[6] R. I. Rokhmawati and H. M. Az-zahra, “Identifying Students’ Mental Model
for Java Programming Subject,” in Proceedings of the 2019 3rd International
Conference on Education and Multimedia Technology - ICEMT 2019, 2019,
pp. 165–169. doi: 10.1145/3345120.3345146.
[7] F. Pradana, F. A. Bachtiar, and B. Priyambadha, “Pengaruh Elemen Gamifica-
tion Terhadap Hasil Belajar Siswa Pada E-Learning Pemrograman Java,”
Semnasteknomedia, no. February, pp. 7–12, 2018.
[8] T. Beaubouef and J. Mason, “Why the high attrition rate for computer science
students,” ACM SIGCSE Bulletin, vol. 37, no. 2, pp. 103–106, 2005, doi:
10.1145/1083431.1083474.
[9] Vaca-Cardenas et al., “Coding with Scratch: The design of an educational set-
ting for Elementary pre-service teachers,” Proceedings of 2015 International
Conference on Interactive Collaborative Learning, ICL 2015, no. September,
pp. 1171–1177, 2015, doi: 10.1109/ICL.2015.7318200.
Paper—Paper Formatting for online-journals.org

[10] J. E. Montandon, C. Politowski, L. L. Silva, M. T. Valente, F. Petrillo, and Y.

G. Guéhéneuc, “What skills do IT companies look for in new developers? A
study with Stack Overflow jobs,” Inf Softw Technol, vol. 129, no. August 2020,
2021, doi: 10.1016/j.infsof.2020.106429.
[11] I. Yildirim, “The effects of gamification-based teaching practices on student
achievement and students’ attitudes toward lessons,” Internet and Higher Edu-
cation, vol. 33, pp. 86–92, 2017, doi: 10.1016/j.iheduc.2017.02.002.
[12] K. Huotari and J. Hamari, “A definition for gamification: anchoring gamifica-
tion in the service marketing literature,” Electronic Markets, vol. 27, no. 1, pp.
21–31, 2017, doi: 10.1007/s12525-015-0212-z.
[13] S. A. Salloum, A. Qasim Mohammad Alhamad, M. Al-Emran, A. Abdel Mo-
nem, and K. Shaalan, “Exploring students’ acceptance of e-learning through
the development of a comprehensive technology acceptance model,” IEEE Ac-
cess, vol. 7, pp. 128445–128462, 2019, doi: 10.1109/ACCESS.2019.2939467.
[14] T. Teo, “Modelling technology acceptance in education: A study of pre-service
teachers,” Comput Educ, vol. 52, no. 2, pp. 302–312, Feb. 2009, doi:
10.1016/j.compedu.2008.08.006.
[15] F. Pradana, P. Setyosari, S. Ulfa, and T. Hirashima, “Development of Gamifi-
cation-Based E-Learning on Web Design Topic,” International Journal of In-
teractive Mobile Technologies (iJIM), vol. 17, no. 03, pp. 21–38, Feb. 2023,
doi: 10.3991/ijim.v17i03.36957.
[16] E. M. Jianu and A. Vasilateanu, “Designing of an e-learning system using adap-
tivity and gamification,” in 2017 IEEE International Systems Engineering Sym-
posium (ISSE), Oct. 2017, pp. 1–4. doi: 10.1109/SysEng.2017.8088270.
[17] M. A. Hassan, U. Habiba, F. Majeed, and M. Shoaib, “Adaptive gamification
in e-learning based on students’ learning styles,” Interactive Learning Environ-
ments, vol. 29, no. 4, pp. 545–565, May 2021, doi:
10.1080/10494820.2019.1588745.
[18] F. D. Davis, “Perceived Usefulness, Perceived Ease of Use, and User Ac-
ceptance of Information Technology,” MIS Quarterly, vol. 13, no. 3, p. 319,
1989, doi: 10.2307/249008.
[19] F. D. Davis~, R. P. Bagozzi, and P. R. Warshaw, “Extrinsic and Intrinsic Mo-
tivation to Use Computers in the Workplace’,” 1992.
[20] S. H. Hong and J. H. Yu, “Identification of external variables for the Technol-
ogy Acceptance Model(TAM) in the assessment of BIM application for mobile
devices,” in IOP Conference Series: Materials Science and Engineering, Oct.
2018, vol. 401, no. 1. doi: 10.1088/1757-899X/401/1/012027.
[21] S.-C. Chen, M.-L. Liu, and C.-P. Lin, “Integrating Technology Readiness into
the Expectation–Confirmation Model: An Empirical Study of Mobile Ser-
vices,” Cyberpsychol Behav Soc Netw, vol. 16, no. 8, pp. 604–612, 2013, doi:
10.1089/cyber.2012.0606.
[22] A. Al-Aulamie, A. Mansour, H. Daly, and O. Adjei, “The effect of interinsic
motivation on learners’ behavioural intention to use e-learning systems,” in
2012 International Conference on Information Technology Based Higher Edu-
cation and Training, ITHET 2012, 2012. doi: 10.1109/ITHET.2012.6246057.
Paper—Paper Formatting for online-journals.org

[23] J. W. Hsia and A. H. Tseng, “An enhanced technology acceptance model for e-
learning systems in high-tech companies in Taiwan: Analyzed by structural
equation modeling,” in Proceedings of the 2008 International Conference on
Cyberworlds, CW 2008, 2008, pp. 39–44. doi: 10.1109/CW.2008.46.
[24] Y. Yang, Y. Asaad, and Y. Dwivedi, “Examining the impact of gamification
on intention of engagement and brand attitude in the marketing context,” Com-
put Human Behav, vol. 73, pp. 459–469, 2017, doi: 10.1016/j.chb.2017.03.066.
[25] D. M. Koo, “The moderating role of locus of control on the links between ex-
periential motives and intention to play online games,” Comput Human Behav,
vol. 25, no. 2, pp. 466–474, Mar. 2009, doi: 10.1016/j.chb.2008.10.010.
[26] J. Banfield and B. Wilkerson, “Increasing Student Intrinsic Motivation And
Self-Efficacy Through Gamification Pedagogy,” 2014.
[27] W. Li, T. Grossman, and G. Fitzmaurice, “GamiCAD,” 2012, p. 103. doi:
10.1145/2380116.2380131.
[28] G. N. Yannakakis and J. Hallam, “Towards optimizing entertainment in com-
puter games,” Applied Artificial Intelligence, vol. 21, no. 10, pp. 933–971, Nov.
2007, doi: 10.1080/08839510701527580.
[29] V. Venkatesh, S. M. Walton, J. Y. L. Thong, and X. Xu, “CONSUMER AC-
CEPTANCE AND USE OF INFORMATION TECHNOLOGY: EXTEND-
ING THE UNIFIED THEORY OF ACCEPTANCE AND USE OF TECH-
NOLOGY,” 2012. [Online]. Available: http://ssrn.com/abstract=2002388
[30] M. Limayem and S. Hirt, “Force of Habit and Information Systems Usage:
Theory and Initial Validation,” J Assoc Inf Syst, vol. 4, no. 1, pp. 65–97, 2003,
doi: 10.17705/1jais.00030.
[31] M. Alsharo, Y. Alnsour, and M. Alabdallah, “How habit affects continuous use:
evidence from Jordan’s national health information system,” Inform Health Soc
Care, vol. 45, no. 1, pp. 43–56, Jan. 2020, doi:
10.1080/17538157.2018.1540423.
[32] J. van Elderen and E. van der Stappen, “The potential impact of gamification
elements on the acceptance of technology in the context of education: A litera-
ture review,” in 32nd Bled eConference Humanizing Technology for a Sustain-
able Society, BLED 2019 - Conference Proceedings, 2020, pp. 177–201. doi:
10.18690/978-961-286-280-0.10.
[33] M. Hubert, M. Blut, C. Brock, C. Backhaus, and T. Eberhardt, “Acceptance of
Smartphone-Based Mobile Shopping: Mobile Benefits, Customer Characteris-
tics, Perceived Risks, and the Impact of Application Context,” Psychol Mark,
vol. 34, no. 2, pp. 175–194, Feb. 2017, doi: 10.1002/mar.20982.
[34] I. A. M. Fishbein, “Belief, Attitude, Intention and Behavior: an Introduction to
Theory and Research,” 1975.
[35] J. Koivisto and J. Hamari, “The rise of motivational information systems: A
review of gamification research,” Int J Inf Manage, vol. 45, no. June 2017, pp.
191–210, 2019, doi: 10.1016/j.ijinfomgt.2018.10.013.
[36] R. van Roy and B. Zaman, “Unravelling the ambivalent motivational power of
gamification: A basic psychological needs perspective,” International Journal
Paper—Paper Formatting for online-journals.org

of Human Computer Studies, vol. 127, pp. 38–50, Jul. 2019, doi:
10.1016/j.ijhcs.2018.04.009.
[37] M. Sjöblom, M. Törhönen, J. Hamari, and J. Macey, “Content structure is king:
An empirical study on gratifications, game genres and content type on Twitch,”
Comput Human Behav, vol. 73, pp. 161–171, Aug. 2017, doi:
10.1016/j.chb.2017.03.036.