487
Views
4
CrossRef citations to date
0
Altmetric
Research Articles

A Case Study on a Hedonic-Motivation System Adoption Model in a Game-Based Student Response System

ORCID Icon, ORCID Icon & ORCID Icon
Pages 701-718 | Received 02 Mar 2022, Accepted 30 Aug 2022, Published online: 25 Sep 2022

References

  • Ab Hamid, M. R., Sami, W., & Sidek, M. M. (2017). Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion. Journal of Physics: Conference Series, 890(1), 012163. https://doi.org/10.1088/1742-6596/890/1/012163
  • Açıkgül, K., & Şad, S. N. (2021). High school students’ acceptance and use of mobile technology in learning mathematics. Education and Information Technologies, 26(4), 4181–4201. https://doi.org/10.1007/s10639-021-10466
  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://doi.org/10.2307/3250951
  • Alalwan, A. A., Dwivedi, Y. K., Rana, N. P., Lal, B., & Williams, M. D. (2015). Consumer adoption of Internet banking in Jordan: Examining the role of hedonic motivation, habit, self-efficacy and trust. Journal of Financial Services Marketing, 20(2), 145–157. https://doi.org/10.1057/fsm.2015.5
  • Afthanorhan, W. M. A. B. W. (2013). A comparison of partial least square structural equation modelling (PLS-SEM) and covariance based structural equation modelling (CB-SEM) for confirmatory factor analysis. International Journal of Engineering Science and Innovative Technology, 2(5), 198–205.
  • Almusharraf, N. (2021). Incorporation of a game-based approach into the EFL online classrooms: Students’ perceptions. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2021.196995
  • Anderson, R., Anderson, R., Davis, P., Linnell, N., Prince, C., Razmov, V., & Videon, F. (2007). Classroom presenter: Enhancing interactive education with digital ink. Computer Magazine. 40(9), 56–61. https://doi.org/10.1109/MC.2007.30
  • Astrachan, C. B., Patel, V. K., & Wanzenried, G. (2014). A comparative study of CB-SEM and PLS-SEM for theory development in family firm research. Journal of Family Business Strategy, 5(1), 116–128. https://doi.org/10.1016/j.jfbs.2013.12.00
  • Baabdullah, A. M. (2018). Consumer adoption of Mobile Social Network Games (M-SNGs) in Saudi Arabia: The role of social influence, hedonic motivation and trust. Technology in Society, 53, 91–102. https://doi.org/10.1016/j.techsoc.2018.01.00
  • Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The application of the teaching games for understanding in physical education. Systematic review of the last six years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/10.3390/ijerph1709333
  • Barrett, A. J., Pack, A., & Quaid, E. D. (2021). Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses. Computers & Education, 169, 104214. https://doi.org/10.1016/j.compedu.2021.104214
  • Barrio, C. M., Muñoz-Organero, M., & Soriano, J. S. (2016). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. https://doi.org/10.1109/TETC.2015.249745
  • Baszuk, P. A., & Heath, M. L. (2020). Using Kahoot! To increase exam scores and engagement. Journal of Education for Business, 95(8), 548–552. https://doi.org/10.1080/08832323.2019.170775
  • Berlanga-Silvente, V., Rubio-Hurtado, M. J., & Baños, R. V. (2013). Com aplicar arbres de decisió en SPSS. REIRE Revista D'Innovació i Recerca en Educació, 6(1), 65–79. https://doi.org/10.1344/reire2013.6.161
  • Bølling, M., Otte, C. R., Elsborg, P., Nielsen, G., & Bentsen, P. (2018). The association between education outside the classroom and students’ school motivation: Results from a one-school-year quasi-experiment. International Journal of Educational Research, 89(2018), 22–35. https://doi.org/10.1016/j.ijer.2018.03.00
  • Camilleri, M. A., & Falzon, L. (2021). Understanding motivations to use online streaming services: Integrating the technology acceptance model (TAM) and the uses and gratifications theory (UGT). Spanish Journal of Marketing - ESIC, 25(2), 217–238. https://doi.org/10.1108/SJME-04-2020-0074
  • Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage publications.
  • Carranza, R., Díaz, E., & Martín-Consuegra, D. (2018). The influence of quality on satisfaction and customer loyalty with an importance-performance map analysis: Exploring the mediating role of trust. Journal of Hospitality and Tourism Technology, 9(3), 380–396. https://doi.org/10.1108/JHTT-09-2017-0104
  • Cepeda-Carrion, G., Cegarra-Navarro, J. G., & Cillo, V. (2018). Tips to use partial least squares structural equation modelling (PLS-SEM) in knowledge management. Journal of Knowledge Management, 23(1), 67–89. https://doi.org/10.1108/JKM-05-2018-0322
  • Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–358). Lawrence Erlbaum Associates.
  • Chin, W. W. (2010). How to write up and report PLS analyses. In V. Esposito Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares (pp. 655–690). Springer.
  • Chin, W. W., & Dibbern, J. (2010). An introduction to a permutation based procedure for multi-group PLS analysis: Results of tests of differences on simulated data and a cross cultural analysis of the sourcing of information system services between Germany and the USA. In V. Esposito Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares (pp. 171–193). Springer.
  • Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. Statistical Strategies for Small Sample Research, 1(1), 307–341.
  • Chou, H. L., & Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers & Education, 175, 104335. https://doi.org/10.1016/j.compedu.2021.10433
  • Correia, M., & Santos, R. (2017). Game-based learning: The use of Kahoot in teacher education [Paper presentation]. 2017 International Symposium on Computers in Education (SIIE), pp. 1–4. Lisbon, Portugal.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  • Debbağ, M., & Yıldız, S. (2021). Effect of the flipped classroom model on academic achievement and motivation in teacher education. Education and Information Technologies, 26(3), 3057–3076. https://doi.org/10.1007/s10639-020-10395-
  • Dolan, R., Conduit, J., Fahy, J., & Goodman, S. (2016). Social media engagement behaviour: A uses and gratifications perspective. Journal of Strategic Marketing, 24(3–4), 261–277. https://doi.org/10.1080/0965254X.2015.109522
  • Dunlap, J. C., & Grabinger, S. (2008). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2), 6–25. https://doi.org/10.1111/j.1937-8327.2003.tb00276
  • Falk, R. F., & Miller, N. B. (1992). A primer for soft modeling. University of Akron Press.
  • García-Fernández, J., Fernández-Gavira, J., Sánchez-Oliver, A. J., Gálvez-Ruíz, P., Grimaldi-Puyana, M., & Cepeda-Carrión, G. (2020). Importance-performance matrix analysis (IPMA) to evaluate servicescape fitness consumer by gender and age. International Journal of Environmental Research and Public Health, 17(18), 6562. https://doi.org/10.3390/ijerph17186562
  • Geisser, S. (1974). A predictive approach to the random effect model. Biometrika, 61(1), 101–107. https://doi.org/10.1093/biomet/61.1.10
  • Götz, O., Liehr-Gobbers, K., & Krafft, M. (2010). Evaluation of structural equation models using the partial least squares (PLS) approach. In V. Esposito Vinzi, W. W. Chin, J. Henseler, & H. Wang (Eds.), Handbook of partial least squares (pp. 691–711). Springer.
  • Groß, M. (2018). Heterogeneity in consumers’ mobile shopping acceptance: A finite mixture partial least squares modelling approach for exploring and characterising different shopper segments. Journal of Retailing and Consumer Services, 40, 8–18. https://doi.org/10.1016/j.jretconser.2017.09.002
  • Gupta, S., Yun, H., Xu, H., & Kim, H. W. (2017). An exploratory study on mobile banking adoption in Indian metropolitan and urban areas: A scenario-based experiment. Information Technology for Development, 23(1), 127–152. https://doi.org/10.1080/02681102.2016.1233855
  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139–152. https://doi.org/10.2753/MTP1069-6679190202
  • Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
  • Hartelina, H., Batu, R., & Hidayanti, A. (2021). What can hedonic motivation do on decisions to use online learning services? International Journal of Data and Network Science, 5(2), 121–126. https://doi.org/10.5267/j.ijdns.2021.2.002
  • Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 116(1), 2–20. https://doi.org/10.1108/IMDS-09-2015-0382
  • Hernandez-Rojas, R. D., Folgado-Fernandez, J. A., & Palos-Sanchez, P. R. (2021). Influence of the restaurant brand and gastronomy on tourist loyalty. A study in Córdoba (Spain). International Journal of Gastronomy and Food Science, 23, 100305. https://doi.org/10.1016/j.ijgfs.2021.100305
  • Herrero, Á., San Martín, H., & Garcia-De los Salmones, M. d M. (2017). Explaining the adoption of social networks sites for sharing user-generated content: A revision of the UTAUT2. Computers in Human Behavior, 71, 209–217. https://doi.org/10.1016/j.chb.2017.02.007
  • Hew, T. S., & Kadir, S. L. S. A. (2016). Predicting instructional effectiveness of cloud-based virtual learning environment. Industrial Management & Data Systems, 116(8), 1557–1584. https://doi.org/10.1108/IMDS-11-2015-0475
  • Hinton, L. (2001). Teaching methods. In L. Hinton & K. Hale (Eds.), The green book of language revitalization in practice (pp. 179–189).
  • Hollebeek, L. D., Abbasi, A. Z., Schultz, C. D., Ting, D. H., & Sigurdsson, V. (2022). Hedonic consumption experience in videogaming: A multidimensional perspective. Journal of Retailing and Consumer Services, 65, 102892. https://doi.org/10.1016/j.jretconser.2021.10289
  • Huda, M. Q., Hidayah, N. A., Hersyaf, T. N. H., Sujoko, I. (2020, October). Analysis of continuance use of video on demand applications by using the hedonic motivation system adoption model [Paper presentation]. 2020 8th International Conference on Cyber and IT Service Management (CITSM) (pp. 1–-6). IEEE. https://doi.org/10.1109/CITSM50537.2020.9268910
  • Ifinedo, P. (2016). Applying uses and gratifications theory and social influence processes to understand students’ pervasive adoption of social networking sites: Perspectives from the Americas. International Journal of Information Management, 36(2), 192–206. https://doi.org/10.1016/j.ijinfomgt.2015.11.007
  • Joo, J., & Sang, Y. (2013). Exploring Koreans’ smartphone usage: An integrated model of the technology acceptance model and uses and gratifications theory. Computers in Human Behavior, 29(6), 2512–2518. https://doi.org/10.1016/j.chb.2013.06.00
  • Jozani, M. M., Maasberg, M., & Ayaburi, E. (2018). Slayers vs slackers: An examination of users’ competitive differences in gamified IT platforms based on hedonic motivation system model. In P. Zaphiris & A. Ioannou (Eds.), Learning and collaboration technologies. Learning and teaching. LCT 2018. Lecture notes in computer science (pp. 164–172, vol 10925). Springer. https://doi.org/10.1007/978-3-319-91152-6_13
  • Kass, G. V. (1980). An exploratory technique for investigating large quantities of categorical data. Applied Statistics, 29(2), 119–127. https://doi.org/10.2307/2986296
  • Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37(4), 509–523. https://www.jstor.org/stable/2747854.
  • Kauppinen, A., & Choudhary, A. I. (2021). Gamification in entrepreneurship education: A concrete application of Kahoot!. The International Journal of Management Education, 19(3), 100563. https://doi.org/10.1016/j.ijme.2021.10056
  • Kerdpitak, C., Kerdpitak, N., Rakbumrung, W., Techarattanased, N., & Teppratuangtip, P. (2021). Effect of business performance model of small and medium industries in Thailand. Review of International Geographical Education Online, 11(8), 1243–1254. https://doi.org/10.48047/rigeo.11.08.104
  • Kim, M. J., & Hall, C. M. (2019). A hedonic motivation model in virtual reality tourism: Comparing visitors and non-visitors. International Journal of Information Management, 46, 236–249. https://doi.org/10.1016/j.ijinfomgt.2018.11.016
  • Kourouthanassis, P., Boletsis, C., Bardaki, C., & Chasanidou, D. (2015). Tourists responses to mobile augmented reality travel guides: The role of emotions on adoption behaviour. Pervasive and Mobile Computing, 18, 71–87. https://doi.org/10.1016/j.pmcj.2014.08.009
  • Lebdaoui, H., & Chetioui, Y. (2021). Antecedents of consumer indebtedness in a majority-Muslim country: Assessing the moderating effects of gender and religiosity using PLS-MGA. Journal of Behavioral and Experimental Finance, 29, 100443. https://doi.org/10.1016/j.jbef.2020.10044
  • Lin, Y. H., Fang, C. H., & Hsu, C. L. (2014). Determining uses and gratifications for mobile phone apps. In J. Park, Y. Pan, C. S. Kim, & Y. Yang (Eds.), Future information technology. Lecture notes in electrical engineering. (pp. 661–668, vol 309). Springer. https://doi.org/10.1007/978-3-642-55038-6_103
  • Lowry, P. B., Gaskin, J., Twyman, N., Hammer, B., & Roberts, T, City University of Hong Kong (2013). Taking ‘fun and games’ seriously: Proposing the hedonic-motivation system adoption model (HMSAM). Journal of the Association for Information Systems, 14(11), 617–671. https://doi.org/10.1109/HICSS.2003.1174237
  • Luke, N., Moore, J. L., Sawyer, S. B. (1998). Authentic approaches to encourage technology-using teachers. In Society for Information Technology & Teacher Education International Conference (pp. 62–65). Association for the Advancement of Computing in Education (AACE).
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333–369. https://doi.org/10.1016/S0364-0213(81)80017-1
  • Martilla, J. A., & James, J. C. (1977). Importance-performance analysis. Journal of Marketing, 41(1), 77–79. https://doi.org/10.1177/002224297704100112
  • Martín-Somer, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! To keep students’ motivation during online classes in the lockdown period caused by Covid 19. Education for Chemical Engineers, 36, 154–159. https://doi.org/10.1016/j.ece.2021.05.005
  • Maritz, A., De Waal, A., Buse, S., Herstatt, C., Lassen, A., & Maclachlan, R. (2014). Innovation education programs: Toward a conceptual framework. European Journal of Innovation Management, 17(2), 166–182. https://doi.org/10.1108/EJIM-06-2013-005
  • Martín-Sómer, M., Moreira, J., & Casado, C. (2021). Use of Kahoot! to keep students’ motivation during online classes in the lockdown period caused by COVID 19. Education for Chemical Engineers, 36, 154–159.
  • Meske, C., Junglas, I., & Stieglitz, S. (2019). Explaining the emergence of hedonic motivations in enterprise social networks and their impact on sustainable user engagement: A four-drive perspective. Journal of Enterprise Information Management, 32(3), 436–456. https://doi.org/10.1108/JEIM-08-2018-0177
  • Mora-Cruz, A., Saura, J. R., & Palos-Sanchez, P. R. (2022). Social media and user-generated content as a teaching innovation tool in universities. In J. R. Saura (Ed.), Teaching innovation in university education: Case studies and main practices (pp. 52–67). IGI Global.
  • Murawski, M., Hasan, M. T., Bick, M. (2019). Five years of Kahoot! In the classrooms – what does research tell us? European Distance and E-Learning Network (EDEN) Conference Proceedings (vol. 1, pp. 509–517). European Distance and E-Learning Network. https://doi.org/10.38069/edenconf-2019-ac-0057
  • Oluwajana, D., Idowu, A., Nat, M., Vanduhe, V., & Fadiya, S. (2019). The adoption of students’ hedonic motivation system model to gamified learning environment. Journal of Theoretical and Applied Electronic Commerce Research, 14(3), 156–167. https://doi.org/10.4067/S0718-18762019000300109
  • Ozdamli, F., & Cavus, N. (2021). Knowledge sharing technologies in higher education: Preferences of CIS students in Cyprus. Education and Information Technologies, 26(2), 1833–1846.
  • Paiva, C. E., Lima, J. P. d S. N., & Paiva, B. S. R. (2012). Articles with short titles describing the results are cited more often. Clinics, 67(5), 509–513. https://doi.org/10.6061/clinics/2012(05)17
  • Palos-Sanchez, P. R., Martinez, R. R., García-Ordaz, M., & López García, J. J. (2022). The use of the shopping cart: The problem of abandonment in e-commerce. In F. J. Martinez-Lopez & L. F. Martinez (Eds.), Advances in digital marketing and e-commerce (pp. 93–103). Springer.
  • Panskyi, T., Korzeniewska, E., Serwach, M., & Grudzień, K. (2021). New realities for Polish primary school informatics education affected by COVID-19. Education and Information Technologies, 27, 5005–5032. https://doi.org/10.1007/s10639-021-10778-8
  • Papacharissi, Z., & Rubin, A. M. (2000). Predictors of internet use. Journal of Broadcasting & Electronic Media, 44(2), 175–196. https://doi.org/10.1207/s15506878jobem4402_2
  • Park, N. (2010). Adoption and use of computer-based voice over internet protocol phone service: Toward an integrated model. Journal of Communication, 60(1), 40–72. https://doi.org/10.1111/j.1460-2466.2009.01440.x
  • Plump, C. M., & LaRosa, J. (2017). Using Kahoot! In the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783
  • Punyanunt-Carter, N. M., De La Cruz, J. J., & Wrench, J. S. (2017). Investigating the relationships among college students’ satisfaction, addiction, needs, communication apprehension, motives, and uses & gratifications with Snapchat. Computers in Human Behavior, 75, 870–875. https://doi.org/10.1016/j.chb.2017.06.034
  • Purwanto, A., & Sudargini, Y. (2021). Partial least squares structural squation modeling (PLS-SEM) analysis for social and management research: A literature review. Journal of Industrial Engineering & Management Research, 2(4), 114–123. https://doi.org/10.7777/jiemar.v2i4
  • Raney, A. A., Arpan, L. M., Pashupati, K., & Brill, D. A. (2003). At the movies, on the web: An investigation of the effects of entertaining and interactive web content on site and brand evaluations. Journal of Interactive Marketing, 17(4), 38–53. https://doi.org/10.1002/dir.10064
  • Redondo, E., Fonseca, D., Sánchez, A., & Navarro, I. (2013). New strategies using handheld augmented reality and mobile learning-teaching methodologies, in architecture and building engineering degrees. Procedia Computer Science, 25(2013), 52–61. https://doi.org/10.1016/j.procs.2013.11.007
  • Reyes-Menendez, A., Palos-Sanchez, P. R., Saura, J. R., & Martin-Velicia, F. (2018). Understanding the influence of wireless communications and Wi-Fi access on customer loyalty: A behavioral model system. Wireless Communications and Mobile Computing, 2018, 1–16. https://doi.org/10.1155/2018/3487398
  • Richter, N. F., Cepeda, G., Roldán, J. L., & Ringle, C. M. (2016). European management research using partial least squares structural equation modeling (PLS-SEM). European Management Journal, 34(6), 589–597. https://doi.org/10.1016/j.emj.2016.08.00
  • Rigdon, E. E. (2016). Choosing PLS path modeling as analytical method in European management research: A realist perspective. European Management Journal, 34(6), 598–605. https://doi.org/10.1016/j.emj.2016.05.006
  • Ringle, C. M., Sarstedt, M., & Mooi, E. A. (2010). Response-based segmentation using finite mixture partial least squares. In R. Stahlbock, S. Crone, & S. Lessmann (Eds.), Data mining. Annals of information systems. (pp. 19–49, vol 8). Springer. https://doi.org/10.1007/978-1-4419-1280-0_2
  • Ringle, C. M., Wende, S., & Becker, J. M. (2015). SmartPLS 3, SmartPLS, Beonningstedt
  • Robson, K., Humphrey, C., Khalifa, R., & Jones, J. (2007). Transforming audit technologies: Business risk audit methodologies and the audit field. Accounting, Organizations and Society, 32(4–5), 409–438. https://doi.org/10.1016/j.aos.2006.09.002
  • Rojas-Sánchez, M. A., Palos-Sánchez, P. R., & Folgado-Fernández, J. A. (2022). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 1–38. https://doi.org/10.1007/s10639-022-11167-5
  • Roldán, J. L., & Sánchez-Franco, M. J. (2012). Variance-based structural equation modeling: Guidelines for using partial least squares in information systems research. In Research Methodologies, Innovations and Philosophies in Software Systems Engineering and Information Systems (pp. 193–221). IGI global.
  • Rubin, A. M. (1984). Ritualized and instrumental television viewing. Journal of Communication, 34(3), 67–77. https://doi.org/10.1111/j.1460-2466.1984.tb02174
  • Rughoobur-Seetah, S., Nunkoo, R., & Teeroovengadum, V. (2021). Partial least square structural equation modelling (PLS-SEM) in marketing research. In R. Nunkoo., V. Teeroovengadum & C. M. Ringle (Eds.), Handbook of research methods for marketing management. Edward Elgar Publishing.
  • Safi’i, A., Muttaqin, I., Hamzah, N., Chotimah, C., Junaris, I., & Rifa’i, M. K. (2021). The effect of the adversity quotient on student performance, student learning autonomy and student achievement in the COVID-19 pandemic era: Evidence from Indonesia. Heliyon. 7(12), e08510.
  • Salimon, M. G., Yusoff, R. Z. B., & Mokhtar, S. S. M. (2017). The mediating role of hedonic motivation on the relationship between adoption of e-banking and its determinants. International Journal of Bank Marketing, 35(4), 558–582. https://doi.org/10.1108/IJBM-05-2016-0060
  • Sanina, A., Kutergina, E., & Balashov, A. (2020). The co-creative approach to digital simulation games in social science education. Computers & Education, 149, 103813. https://doi.org/10.1016/j.compedu.2020.103813
  • Sarstedt, M., & Ringle, C. M. (2010). Treating unobserved heterogeneity in PLS path modelling: A comparison of FIMIX-PLS with different data analysis strategies. Journal of Applied Statistics, 37(8), 1299–1318. https://doi.org/10.1080/02664760903030213
  • Sarstedt, M., Ringle, C. M., Cheah, J. H., Ting, H., Moisescu, O. I., & Radomir, L. (2020). Structural model robustness checks in PLS-SEM. Tourism Economics, 26(4), 531–554. https://doi.org/10.1177/135481661882392
  • Saura, J. R., Ribeiro-Soriano, D., & Palacios-Marqués, D. (2022). Adopting digital reservation systems to enable circular economy in entrepreneurship. Management Decision. https://doi.org/10.1108/MD-02-2022-0190
  • Seralidou, E., & Douligeris, C. (2021). Learning programming by creating games through the use of structured activities in secondary education in Greece. Education and Information Technologies, 26(1), 859–898. https://doi.org/10.1016/j.compedu.2020.103813
  • Shen, S., Xu, K., Sotiriadis, M., & Wang, Y. (2022). Exploring the factors influencing the adoption and usage of augmented reality and virtual reality applications in tourism education within the context of COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100373. https://doi.org/10.1016/j.jhlste.2022.100373
  • Shiau, W. L., Chen, H., Chen, K., Liu, Y. H., & Tan, F. T. C. (2021). A cross-cultural perspective on the blended service quality for ride-sharing continuance. Journal of Global Information Management, 29(6), 1–25. https://doi.org/10.4018/JGIM.287602
  • Shiau, W. L., Sarstedt, M., & Hair, J. F. (2019). Internet research using partial least squares structural equation modeling (PLS-SEM). Internet Research, 29(3), 398–406. https://doi.org/10.1108/IntR-10-2018-0447
  • Shmueli, G., Sarstedt, M., Hair, J. F., Cheah, J. H., Ting, H., Vaithilingam, S., & Ringle, C. M. (2019). Predictive model assessment in PLS-SEM: Guidelines for using PLSpredict. European Journal of Marketing, 53(11), 2322–2347. https://doi.org/10.1108/EJM-02-2019-0189
  • Shorfuzzaman, M., & Alhussein, M. (2016). Modeling learners’ readiness to adopt mobile learning: A perspective from a GCC higher education institution. Mobile Information Systems, 2016, 1–10. https://doi.org/10.1155/2016/6982824
  • Singh, S., Sood, S., & Bala, R. (2021). Passive leadership styles and perceived procrastination in leaders: A PLS-SEM approach. World Review of Entrepreneurship, Management and Sustainable Development, 17(1), 20–37. https://doi.org/10.1504/WREMSD.2021.11208
  • Smith, W., Ovens, A., & Philpot, R. (2021). Games-based movement education: Developing a sense of self, belonging, and community through games. Physical Education and Sport Pedagogy, 26(3), 242–254. https://doi.org/10.1080/17408989.2021.1886267
  • Squire, K., & Jenkins, H. (2003). Harnessing the power of games in education. Insight, 3(1), 5–33.
  • Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97–110. https://doi.org/10.1207/s15326985ep3902
  • Stone, M. (1974). Cross-validatory choice and assessment of statistical predictions. Journal of the Royal Statistical Society, 36(2), 111–147. https://doi.org/10.1111/j.2517-6161.1974.tb00994.x
  • Sweetser, P., & Wyeth, P. (2005). GameFlow: A model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3–3. https://doi.org/10.1145/1077246.1077253
  • Tan, W. K., Lee, P. W., & Hsu, C. W. (2015). Investigation of temporal dissociation and focused immersion as moderators of satisfaction–continuance intention relationship: Smartphone as an example. Telematics and Informatics, 32(4), 745–754. https://doi.org/10.1016/j.tele.2015.03.007
  • Toto, G. (2018). From educational contexts to addictions: The role of technology in teaching methodologies and in prevention as an educational function. Journal of e-Learning and Knowledge Society, 14(2), 203–212. https://www.learntechlib.org/p/184464/
  • Van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4), 695–704. https://doi.org/10.2307/25148660
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342–365. https://doi.org/10.1287/isre.11.4.342.11872
  • Vujić, A., & Szabo, A. (2022). Hedonic use, stress, and life satisfaction as predictors of smartphone addiction. Addictive Behaviors Reports, 15, 100411. https://doi.org/10.1016/j.abrep.2022.100411
  • Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! For learning – a literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
  • Wang, L., Sun, Y., & Luo, X. (2022). Game affordance, gamer orientation, and in‐game purchases: A hedonic–instrumental framework. Information Systems Journal, 15, 1–8. https://doi.org/10.1111/isj.12384
  • Warshaw, P. R., & Davis, F. D. (1985). Disentangling behavioral intention and behavioral expectation. Journal of Experimental Social Psychology, 21(3), 213–228. https://doi.org/10.1016/0022-1031(85)90017-4
  • Wetzels, M., Odekerken-Schröder, G., & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177–195.
  • Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(2), 1–29. https://doi.org/10.1007/s10639-021-10459-6

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.