Khám phá các yếu tố ảnh hưởng đến ý định sử dụng trò chơi học tập của giảng viên Trường Đại học Nguyễn Tất Thành
Tóm tắt
During the tumultuous period of the scientific and technological revolution, the concept of “gamification” has garnered significant attention from researchers, particularly concerning its impact on learner engagement and learning motivation. This article aims to explore the correlation between perceived self-efficacy, computer anxiety, perceived enjoyment, and behavioral intention to use gamification. The study collected data through both online and direct surveys administered to 300 lecturers teaching at Nguyen Tat Thanh University, utilizing the PLS-SEM model to test the research hypotheses. The research findings indicated a direct positive relationship between perceived self-efficacy and perceived enjoyment, while computer anxiety exerted a negative influence on perceived enjoyment. Furthermore, the study revealed the mediating role of perceived enjoyment in the correlation between perceived self-efficacy, computer anxiety, and the behavioral intention of lecturers to adopt gamification. As a result, managers now have a reference point to apply this teaching method in practice, considering various factors and fields within the current educational context.
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