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Top1. Introduction
With technological developments, gamification has become a significant trend in the educational arena (Wu, Hsiao, Wu, Lin, & Huang, 2012). In the human resource development field, adopting serious games or game-based teaching materials is continual increases by trainers because games' competitions and a fun training environment improve learners' learning performance (Nunohiro, Matsushita, Mackin, & Ohshiro, 2012). Since 2008, the term “Gamification” was introduced, but it was adopted in late 2010 for curriculum design (Wood & Reiners, 2012). Deterding, Dixon, Khaled, and Nacke (2011) definition of gamification is “The use of game design elements in non-game contexts” (p.10). Current online applications have been developed, such as Ubi-Ask (graphical social search) and EcoIsland (CO2 decline by social influences) (Liu, Alexandrova, & Nakajima, 2011). Gamification motivates, inspires, and engages learners in helping them improve their learning performance (Edmonds, 2011; Bozkurt, & Durak, 2018). Currently, a new generation of people desires a more diverse learning environment and gamification provides a fun and motivational learning environment for them (O'Connor & Menaker, 2008). A growing number of educators have suggested that online game-based learning replace traditional textbooks in schools (Cohen, 2011). In the association for talent development (ATD, formerly ASTD) training programs, they also offer several training workshops utilizing game-based learning and game design issues. As a result, gamification will become another significant trend in the training and development field. A growing number of studies have been shedding some light on gamification. However, to date, there has been relatively little research conducted on gamification design. Therefore, the purpose of this study is to explore gamification in higher education and discuss the major factors influencing the use of gamification in higher education. Furthermore, the result of this study could be a guide helping the instructional designer or educator design better gamification training programs on higher education.
Examining how major factors can affect the user's perception of gamification, this study adopted the model of the unified theory of acceptance and use of technology (UTAUT) and flowed theory as a theoretical framework. The results of this study proposed a conceptual model to provide researchers with a better understanding of the gamification consideration for higher education.