Exploring the Online Gamified Learning Intentions of College Students: A Technology-Learning Behavior Acceptance Model

With the popularity of online education, multiple technology-based educational tools are gradually being introduced into learning. The role gamification in education has been interest to researchers. Based on learners’ visual, auditory, and kinesthetic (VAK) learning styles, this study uses an empirical research method investigate behavioral intention students participate gamified classrooms selected universities located Guangdong province Macao. main contributions focus impact that differences styles may have intentions learners include “perceived task” as external variable theoretical framework. findings are: perceived usefulness enjoyment partially mediated between VAK classrooms; tasks classrooms. According Technology Acceptance Model (TAM), constructs Technology-Learning Behavior (T-LBAM) explore intrinsic influencing factors students’ classes makes suggestions for future teaching.