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The purpose of this empirical study is to explore the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao.

This study analyzed 289 valid questionnaires to statistically explore the factors that affect college students' intention to engage in online gamified learning.

The study discovered that extroverted learning style, perceived usefulness and perceived enjoyment have a positive and significant impact on students' intent to participate. Moreover, perceived usefulness and perceived enjoyment partially mediate the effect of extroverted learning style on the intention to engage in online gamified learning. Additionally, the impact of perceived usefulness on intention is moderated by different cultural backgrounds, with the moderation effect being stronger for Macao students than for non-Macao students.

This empirical study, based on the technology acceptance model (TAM), explores the factors that influence college students' intention to engage in online gamified learning in Guangdong and Macao and constructs a gamification acceptance model.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational capital to enable the education and learning of individuals with intellectual and developmental disabilities.

Drawing upon the extant literature, the researcher conducted a qualitative study through written, in-depth interviews with a sample of 40 academic staff/faculty members having prior experience in teaching individuals with intellectual and developmental disabilities. The data was collected through a set of questions formulated as key questions, to be asked to all participants for their responses.

Results of the analysis demonstrated that intellectual capital’s contribution to higher education of individuals with intellectual and developmental disabilities can be best understood in terms of its three components/dimensions. Accordingly, three main themes, with each comprising two sub-themes were uncovered. The first theme, leveraging human capital comprised: faculty acumen and faculty training as sub-themes; the second theme, resourcing structural capital comprised: tangible and intangible structural capital as sub-themes; and the third theme, nurturing relational capital comprised: in-class engagement and the second is ex-class connection as sub-themes.

The paper collects data from 40 faculty having prior experience in teaching individuals with intellectual and developmental disabilities to explore and reveal a completely new perspective of looking at intellectual capital as a means of providing accessible and inclusive higher education to differently-abled students, making them a part of the mainstream.

Through this research, we aim to provide insights into how trainers can effectively utilize microlearning to enhance learning outcomes for Gen Z learners in this digital age. This study presents a model of microlearning for Gen Z driven by determinants of microlearning and factors contributing to the effectiveness of microlearning.

The paper reviews the literature to indicate the conceptualization of microlearning and Gen Z. The authors present a conceptual model indicating the proposed relationship.

The research suggests that microlearning is an effective way to learn new information, particularly in workplace training and education, and can lead to improved recall and retention of information and increased engagement and motivation among Gen Z.

This paper provides a conceptual framework for factors influencing the components of microlearning.

Gamification design is considered an effective way of changing users' health behavior and improving their health management performance. Even though numerous studies have investigated the positive effect of gamification competition on users, little research has considered gamification's ineffectiveness and negative effects. In particular, how gamification competition affects users' technological exhaustion remains unclear.

According to flow theory and related research on gamification, this study discusses the nonlinear relationship between gamification competition and users' technological exhaustion. Furthermore, the authors analyze the moderating effect of user type (socializers and achievers) and users' health condition on this nonlinear relationship. Based on flow theory, the authors propose a series of research hypotheses. To test all research hypotheses, the authors collected information from 407 users via a questionnaire as the data for this study.

The empirical results found a U-shaped relationship between gamification competition and technological exhaustion. Technological exhaustion gradually decreases as competition increases until reaching the lowest point; after that, technological exhaustion gradually increases as competition increases. Further, being a socializer and health condition play a moderating role in the U-shaped relationship between competition and technological exhaustion.

This study's findings not only enrich the related research in flow theory and gamification, but also contribute to the effective design of gamification in health management platforms.

Based on stimulus-organism-response theory, this study aims to develop and tests a model of memorable heritage tourism experience (MHTE). The model proposes that experiencescape, experience co-creation, education and photography are important antecedents of MHTE, which is then a driver of place attachment.

Data for this study were collected using a Web-based questionnaire of people aged 18 years and over who had a heritage tourism experience during the previous three months (February–April 2023). The survey was distributed in May 2023 using Amazon Mechanical Turk (MTurk). A survey link was posted on MTurk, which remained active for the first week of May 2023. Out of the 283 responses received, 272 were valid responses from individuals who met the participation criteria.

Experiencescape, experience co-creation, education and photography were found to be positive drivers of the MHTE, with a positive relationship between MHTE and place attachment.

Many studies linked to memorable tourism experience (MTE) mainly replicate Kim, Ritchie, & McCormick’s (2012) MTE scale, regardless of the specific study context. This study offers an alternative framework through which alternative antecedents and outcomes of tourists’ MTE can be identified.

The rapid advancement of Education Technology (EdTech) offers promising opportunities for educational institutions to integrate sustainable business practices into their operations and curriculum. The integration of EdTech into sustainability education has emerged as a powerful tool to promote environmental awareness, foster sustainable behavior, and address the pressing challenges of climate change and resource depletion. This chapter explores the growing significance of EdTech in sustainability education, analyzing its potential to cultivate a generation of environmentally conscious and responsible global citizens. It also aims at identifying and examining the most prominent emerging EdTech tools specifically designed to promote sustainability in educational settings. Furthermore, it aims to comprehend the institutional elements that have successfully incorporated and expanded the utilization of EdTech tools to promote enduring business practices. Additionally, the chapter addresses the challenges and obstacles faced by educational institutions in adopting and implementing these technologies and propose strategies to overcome these barriers.

This study aims to provide new insights into the relationship between individual characteristics, particularly personality traits and mature students' intention to use (ITU) mobile learning (m-learning).

The research model was constructed by integrating the Big Five personality traits into the unified theory of acceptance and use of technology (UTAUT) model. The data were collected from mature students at a university research center in Macau. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the proposed hypotheses.

The results reveal that personality traits play a significant role in determining mature students' ITU m-learning technology. In particular, social influence (SI) mediates the relationship between agreeableness (AGB) and ITU.

This study examines how personality traits collectively influence mature students' receptiveness and intentions toward m-learning. As mature learners' motivations and preferences remain underexplored, insights into trait-technology links could address current gaps and optimize mobile educational support tailored to their distinct characteristics and needs.