FACTORS INFLUENCING STUDENT ENGAGEMENT WITH GAME ELEMENTS AMONG UNDERGRADUATE STUDENTS IN SAUDI ARABIA

Abstract

Gamification and gamified systems have garnered significant attention in contemporary research. The concept of gamification encompasses various interpretations, including the incorporation of game-like elements into the design of user interfaces. However, it is essential to note that not all instances of gamification are restricted to software products. Despite increased research in the area, the various dimensions explored within the scope of gamification, along with the current advancements in gamification research, remain unclear. Therefore, this research aimed to examine the direct effect of Unified Theory of Acceptance and Use of Technology (UTAUT) components (i.e., performance expectancy, effort expectancy, social influence, and facilitating conditions), on the attitude toward using gamification as well as on students’ engagement (i.e., skill engagement and participant engagement). Significantly, this study also aimed to investigate the moderating role of students’ concentration on the relationship between their attitude toward using gamification and student engagement. The research model was underpinned by the UTAUT, self-determination theory, and flow theory to strengthen the study's argument. Data were gathered from undergraduate students in public universities in the Kingdom of Saudi Arabia. The theoretical model was tested using structural equation modelling (SEM) with the SmartPLS software. The research findings show the positive effect of gamification on student engagement and motivation. By incorporating game elements such as points, badges, and leaderboards, gamified learning environments effectively capture students' attention and encourage active participation in the learning process. The findings further demonstrated the significance of cultural adaptation and acceptance of gamified educational content in Saudi Arabia. When gamification elements were tailored to align with local values and norms, teachers observed higher acceptance and enthusiasm among students. The study concluded that gamification can improve students’ performance, productivity, engagement, and encourage participation. However, the study has a significant contribution to practicality as it will aid policymakers, the government, and institutions. Therefore, by embracing gamified learning experiences, policymakers can enhance student engagement, cater to diverse learning needs, and foster the development of essential skills.