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

• Published in: Ubiquitous learning Vol. 17; no. 2; pp. 75 - 91
• Main Authors: Pradana, Fajar, Setyosari, Punaji, Ulfa, Saida U, Hirashima, Tsukasa, Pinandito, Aryo, Rokhmawati, Retno Indah, Iriani, Nur Ida
• Format: Journal Article
• Language: English
• Published: Champaign Common Ground Research Networks 2024
• Subjects: 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
• DOI: 10.18848/1835-9795/CGP/v17i02/75-91

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.