Abstract:
Universities have made a considerable investment in the usage of Learning Management System (LMS) to facilitate their students learning processes in e-learning; although, these systems are not used by the students to their fullest level of interest and engagement (Fathema, Shannon, & Ross, 2015). To address these issues, the concept of gamification was introduced in the LMS. The gamification is not a “full-fledged game; “rather it uses game elements e.g. leader board, badges, levels, avatar, discussion forum etc. to increase engagement and motivation. In order to investigate the impact of gamification in LMS, a Gamified Learning Management System (GLMS) was developed by a team of researchers at NUST, Islamabad, Pakistan. The purpose of this research study was to evaluate the acceptance of Gamified Learning Management System (GLMS). Technology Acceptance Model (TAM) was used to investigate how students’ attitudes influence their intention and actual use of GLMS by incorporating some of the factors commonly found in the scientific literature. These factors are related to the effect of enjoyment and learning performance on the use of GLMS. The data was collected through a survey from undergraduate computing students at School of Electrical Engineering and Computer Science (SEECS) at NUST, Islamabad. The data was then analyzed using Structural Equation Modeling and regression analysis. Analysis supported that the proposed external variables: perceived enjoyment and learning performance were significant predictors of students’ attitude towards GLMS. In the context of learning management system, it was concluded, that it is important to provide an atmosphere where students can live up their sense of competence, autonomy and relatedness. Therefore, GLMS may help to provide this kind of environment and becomes the basis of future e-learning at higher education level.
