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The purpose of this paper is to examine the effect of gamification on students’ e-learning adoption. In addition, this paper examines the effect of two mediations, that is, flow and engagement between gamification and e-learning adoption by using sequential mediation analysis.

The authors used the online survey method to collect the 570 responses through convenience sampling procedure. Sequential mediation analysis technique was used to test the mediation hypothesis.

The findings of this paper revealed that gamification elements are an important feature of flow, engagement in e-learning adoption process. Also, the paper found that engagement in the learning process is a key element for students to adopt e-learning.

This paper makes its contribution to the literature related to gamification and e-learning adoption. The paper signifies the importance of gamification as an educational application in e-learning environment and its contribution in designing an interactive learning environment.

Empirically, to the best of the authors’ knowledge, it is the first paper to examine the sequential mediation model of gamification in the education sector in a developing nation like India. Furthermore, this paper also extends engagement and flow theory related to e-learning process by showing how students’ engagement and flow impact the e-learning adoption in the gamified environment.

Medical errors cause a significant number of deaths. Providing training to medical staff can improve the quality of medical care. Hospitals have traditionally used face‐to‐face modality to train staff but they are beginning to adopt e‐learning systems that can easily deliver training at work or to other convenient locations. The purpose of this paper is to investigate factors leading to e‐learning adoption in hospitals.

A framework of factors leading to the adoption decision of e‐learning systems is first proposed. Survey data are collected to empirically test the proposed framework. The samples consist of senior executives and managers in hospitals.

It is found that three factors including managerial, organizational, and technological exhibit significant influences on the adoption decision. One novel result is that the organizational variable of hospital specialization significantly influences the decision to adopt e‐learning systems.

This study is one of the first to propose a model of adoption of e‐learning specifically in the context of hospitals. Limitations and strengths of the study and possible future research direction are also discussed.

From a practitioner's standpoint, the results of this study can help hospital administrators to accelerate the adoption of e‐learning systems.

This study is one of the first to propose a model of adoption of e‐learning specifically in the context of hospitals. It is expected that the model developed can assist to further understand the e‐learning adoption in hospitals.

This study aims to propose an integrative conceptual framework of e‐learning adoption and assimilation that is adapted to the specific context of small to medium‐sized enterprises (SMEs).

The literature on the state of e‐learning usage in SMEs and on the IT adoption and assimilation factors that can be specifically applied to e‐learning adoption and assimilation in this context are reviewed. These factors are then integrated within a research framework, and a set of 20 propositions formulated.

The paper identifies the technological, organizational and environmental factors that are likely to favor or hinder e‐learning adoption and assimilation in SMEs, as well as the interaction among these factors.

The integrative framework and the 20 propositions that emanate from it constitute the conceptual foundation for a research program and hypotheses on the adoption and assimilation of e‐learning in SMEs.

This study offers managers a frame of reference to analyze their firm's situation before initiating an e‐learning program by highlighting key adoption and assimilation factors in the specific context of SMEs.

This study proposes an integrative conceptual framework of e‐learning adoption and assimilation that is adapted to the specific context of SMEs.

The purpose of this paper is to investigate Universiti Utara Malaysia (UUM) lecturers' perception of the decision regarding adopting e‐learning as a teaching tool.

Data were collected from 244 lecturers in Universiti Utara Malaysia. Internal consistency using Cronbach alpha and exploratory factor analysis with Varimax rotation was conducted to confirm the measurement used. Logistic regression was run to examine factors influencing the adoption of e‐learning as a teaching tool among lecturers in UUM.

After performing reliability and validity tests of the instrument, only six factors were included in the framework out of nine factors affecting adoption. The research model showed a reasonably good fit with the data and empirical results confirm that only relative advantages, trialability and academic specialisation positively influence the adoption decision. Thus, the findings have provided evidence of the importance of relative advantages, trialability and academic specialisation in understanding the adoption decision before introducing new online technology and instructional delivery in education.

The measurement of perception was accessed after the adoption process might contribute to post‐adoption experience, and the findings are limited to a specific sample that somewhat minimises the generalisability of the result. Future research should aim at examining the proposed framework in a broader range of public higher learning institutions that use e‐learning application in delivering knowledge.

The research provides a new perspective on lecturers' adoption of new technology and focuses on the substance of the instrumentation.

This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways.

The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis.

It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning.

Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology.

The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect.

Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance.

The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

This paper will try to uncover how e-learning is giving a new shape to the education industry. Also, it will encompass the students' perspective and experience of e-learning.

The present study employed interpretative phenomenological analysis (IPA) to intensely scrutinize the lived-in experiences of the participants. In the present study, the respondents were selected from Delhi NCR of India. Semi-structured interviews were conducted to collect the primary data to understand the student's perspectives on the impact of information and communications technology (ICT) in education industry.

The findings have been grouped under two sections referred to as “themes,” which include “drivers for e-learning adoption” and “inhibitors which restrict the adoption of e-learning.”

At present, India does not have a big market for e-learning, but there is huge potential in the country. The present study may be helpful for the educational institutions in India and in similar developing countries in understanding the students' perspectives on e-learning adoption. The educational institutions may improve their systems accordingly so that they can not only retain the students of their own countries but also attract students from other countries for further education.

E-learning can be employed to give users quick access to ideas and experiences from a wide range of people, communities, and the cultures to increase the tangibility.

The study will be useful to the policymakers in the higher education sector of developing nations like India, in understanding the students' mindsets. This study makes a contribution to the growing literature on e-learning, where the researchers have determined the relative importance of various motivating and inhibiting factors which influence the adoption of e-learning. Additionally, the study has used IPA as the methodology to determine the factors, which is a novel contribution.

The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology (PSUT) in Jordan.

A quantitative research approach was adopted, an online survey method was used and the data were collected among students at PSUT in Jordan. A total of 511 responses were usable for analysis. A structural equation modeling partial least squares technique was used to examine the hypothesized model.

The findings reveal that the proposed factors have direct and indirect relationships with behavioral intentions to use virtual classrooms. They show that students’ satisfaction has a direct influence on behavioral intention, while other variables such as instructor characteristics, virtual classroom quality, perceived self-efficacy, perceived organizational support, perceived ease of use and perceived usefulness have an indirect effect on behavioral intentions to use virtual classrooms.

The study was conducted at PSUT in Jordan, which could limit the generalizability of the findings. Furthermore, the present study measured students’ behavioral intentions to use virtual classrooms and future research should consider the actual use of virtual classrooms.

The findings of this study offer significant and useful information to policymakers, instructors, developers and students regarding the use of virtual classrooms in universities. Based on students’ needs and readiness, the findings identify which factors to consider when developing an e-learning system to enhance learning and teaching performance.

This study extends existing knowledge by developing a conceptual model to identify the key factors of virtual classroom adoption in higher education institutions in Arab countries. This study contributes to the literature in the context of e-learning by validating an extended technology acceptance model from an Arab countries perspective and considering the differences in culture, learning style and physical environment compared to developed countries.

The purpose of this study is to analyze the combined effect of eight factors – performance expectancy (PE), effort expectancy (EE), hedonic motivation (HM), system quality (SQ), information quality (IQ), service quality (SEQ), digital literacy (DL) and computer anxiety (CA) on learners’ behavioral intention (BI) toward the adoption of e-learning in higher education institutions (HEIs) in India.

The study used factors from two theoretical models, the extended Unified Theory of Acceptance and Use of Technology and the DeLone and McLean Information Systems Success model. The study also considered DL and CA as additional factors because they could affect a learner’s intention in a developing country like India. Data were collected from three HEIs in Southern India and analyzed using fuzzy qualitative and comparative analysis (fsQCA).

The results of the study emphasize the importance of considering both individual and technological factors in e-learning adoption and provide evidence for the significance of integrating multiple theories in understanding the complex relationship between factors and learners’ BI. Four different configurations of the eight factors: EE*HM*SQ*IQ*SEQ*DL*∼CA; PE*EE*HM*SQ*IQ*DL*CA; PE*EE*HM*IQ*SEQ*DL*CA; and PE*EE*SQ*IQ*SEQ*DL*CA found to be sufficient to cause learners’ BI to use e-learning.

This study explores the complex relationship between different factors and learners’ intention to adopt e-learning using the fsQCA method. These findings may need further validation in HEIs across different geographical locations.

This study provides practical insights for HEIs in India and other developing countries on how different factors combine and interact to determine e-learning adoption in multiple contexts.

Using fsQCA as a novel and rigorous method, this study uncovers the complex and nonlinear causal relationships among various factors that affect e-learning adoption. This study provides a holistic and contextualized understanding of e-learning adoption in a developing country’s scenario. This study can inform educators and policymakers on how to design and implement effective e-learning strategies that suit different learner profiles and contexts.

The diffusion process of e‐learning has been, in recent years, at the centre of several studies. These researches focused mainly on the USA case, where there has been an exponential adoption both in the public and private sectors. From this perspective the paper would give a contribution to understand the diffusion process of e‐learning in a specific country and it deals with the following questions: are there relevant consistencies in the rate and the model of adoption of e‐learning solutions in Italian companies? What are the causes of this process? Building on bandwagon theories and institutional literature, the paper analyses the antecedents of the adoption process in Italy, asking whether it is determined by the rational search for economic benefits, or is it driven by the fear of lost legitimacy or strategic advantage under institutional or competitive bandwagon pressures. The paper also looks into the solutions adopted by the Italian firms, studying their e‐learning strategies. To answer the research questions and to test the related propositions, an empirical study has been developed based on a survey, on interviews and document analysis. Since the e‐learning diffusion process in Italy is at an early stage, the research has been undertaken in two sectors, pharmaceutical and banking, where e‐learning has been adopted to a greater extent than in other sectors.

E‐learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this paper is to conduct a study into the use of e‐learning in a rail organization.

Using an online survey, employees of a rail‐sector organization were questioned about their use and likelihood of adoption of e‐learning. This study explores the factors that affect the way in which learners experience and perceive such systems. Using statistical analysis, 12 hypotheses are tested and explored. Relationships between learning satisfaction, intention to adopt, and the characteristics of e‐learning systems were established.

The study found that e‐learning characteristics can buffer the relationship between learner characteristics and intention to adopt further e‐learning in the future. Further, the paper found that high levels of support can compensate individuals who are low in technological efficacy to adopt e‐learning.

The cross‐sectional design of the study and its focus on measuring intention to adopt as opposed to actual adoption are both limitations. Future research using longitudinal design and research employing a time lag design measuring actual adoption as well as intention are recommended.

From a practical perspective, organizations can focus on the actual content and authenticity of the learning experience delivered by the e‐learning system to significantly impact how employees will perceive and use e‐learning in the future. Low technological efficacy individuals tend not to adopt new technology. Instead of changing individuals’ personalities, organizations can implement supportive policies and practices which would lead to higher e‐learning adoption rate among low efficacy individuals.

The study integrates technology adoption and learning literatures in developing enablers for e‐learning in organizations. Further, this study collects data from rail employees, and therefore the findings are practical to an industry.