Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness

Figures & data

Figure 1. A conceptual model diagram.

Notes: ***Significant at 1% level; n.s: non-significant.

Table 1. Demographic profile of respondents

	Participants demographic information (N = 306)
	Attribute(s)	Frequency	Percent
Gender	Male	134	43,79%
	Female	172	56,21%
Age	From 18–22	90	29,41%
	22–26	103	33,66%
	26–30	69	22,55%
	Over 30	44	14,4%
Education	Undergraduate	221	72,22%
	Postgraduate	85	27,78%
Location	Ho Chi Minh City	207	67,65%
	Hanoi	99	32,35%

Table 2. Constructs with items and reliability and validity

Research Constructs	Description	OL	CA	CR	AVE
Competitveness (Adopted from Wirani et al. (2022))	I feel competitive with other students when using gaming platforms	0.855	0.792	0.800	0.707
	Gaming Platforms provide a competitiveness system when I take a quiz	0.880
	I want to get the highest rating when using the gaming platforms	0.786
Enjoyment (Adopted from Wirani et al. (2022))	I enjoy using games in the classes	0.885	0.908	0.910	0.784
	I feel comfortable with the game-based classes	0.887
	I’m enthusiastic about game-based classes when carrying out the learning process	0.890
	I feel happy when I spend time with games for learning	0.879
Challenge Adopted from Wirani et al. (2022))	Gaming platforms indicate the number of questions to be answered	0.743	0.815	0.825	0.642
	Gaming platforms provide video or image aids to help solve questions	0.811
	Gaming platforms provide a time limit for answering questions	0.811
	I feel challenged when competing in the game-based classes	0.837
Satisfaction (Adopted from Wirani et al. (2022))	Overall, I am satisfied with game-based learning	0.906	0.867	0.869	0.789
	Gaming platforms that I used in classes have met my expectations	0.884
	I am delighted with the experience I get when using gaming platforms in classes	0.876
Engagement (Adopted from Kamboj et al. (2020))	Whenever I have to use games in classes, I usually use	0.767	0.885	0.889	0.685
	I am passionate about the games in classes	0.869
	I love the games in classes	0.867
	I am excited when using the games in classes	0.834
	I am proud of using the games in classes.	0.798
Effectiveness Learning (Adopted from Damnjanovic et al. (2015))	Game-based learning improves my grade in the class	0.901	0.868	0.871	0.791
	Applying game-based learning encourages me to continue learning on the gamified platform by myself	0.864
	Use of the gaming platforms have improved my overall learning performance	0.902

Notes: OL: Outer Loading, CR: Composite Reliability, AVE: Average Variance Extracted.

Table 3. Results of test for discriminant validity

	Fornell Lacker criterion						HTMT
	CH	CO	ENG	ENJ	EP	SA	CH	CO	ENG	ENJ	EP	SA
CH	0.801
CO	0.716	0.841					0.889
ENG	0.662	0.504	0.828				0.769	0.599
ENJ	0.739	0.700	0.647	0.885			0.851	0.825	0.715
EP	0.608	0.466	0.672	0.506	0.889		0.714	0.558	0.765	0.566
SA	0.661	0.516	0.750	0.667	0.666	0.888	0.776	0.620	0.855	0.747	0.767

Notes: The bold diagonal elements are the square root of the variance shared between the constructs and their measures; off diagonal elements are the correlations among constructs.

Figure 2. Results of model testing.

Table 4. Hypothesis testing and intermediate evaluation

Hypothesized path	Path coefficients	P-Values	Hypotheses	VAF	Results
Direct effects
EP -> SA	.389	.000	H1		Supported
ENG -> EP	.495	.000	H2		Supported
CH -> ENG	.435	.000	H3a		Supported
CO -> ENG	−.068	.381	H3b		Not Supported
ENJ -> ENG	.373	.000	H3c		Supported
CH -> EP	.290	.002	H4a		Supported
CO -> EP	.057	.394	H4b		Not Supported
ENJ -> EP	−.069	.309	H4c		Not Supported
CH -> SA	.199	.007	H5a		Supported
CO -> SA	−.066	.358	H5b		Not Supported
ENJ -> SA	.369	.000	H5c		Supported
Indirect effects/mediating hypothesis result
ENJ -> ENG -> EP	0,19	.000	H6a	61%	Supported
CH -> ENG -> EP	0,22	.000	H6b	43,57%	Supported
CO -> ENG -> EP	−0,03	.380	H6c		Not Supported
ENJ -> EP -> SA	−0,03	.305	H7a		Not Supported
CH -> EP -> SA	0,11	.006	H7b	33%	Supported
CO -> EP -> SA	0,02	.396	H7c		Not Supported
ENG -> EP -> SA	0,19	.000	H8	49,94%	Supported

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