The impact of gamified interaction on mobile learning APP users’ learning performance
The moderating effect of users’ learning style
Dados Bibliográficos
| ID | 21451992 |
|---|---|
| Autores | Jun Fan (0000-0001-8227-9671, Zhejiang Gongshang University), Zhen Wang (0000-0001-6729-2640, Zhejiang Gongshang University), Wang Zhen (0000-0002-3482-3633, Zhejiang Gongshang University, autor correspondente) |
| Ano | 2025 |
| Volume | 44 |
| Fascículo | 7 |
| Páginas | 1306-1319 |
| Data de publicação | 2025-04-21 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Behaviour and Information Technology (JOURNAL) |
| Identificadores do periódico | ISSN: 0144-929X • E-ISSN: 1362-3001 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0144929x.2020.1787516 |
| OpenAlex | W3040676662 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 31 |
This study investigates the effect of gamified interaction through mobile learning applications (APPs) to optimise users’ learning performance. This paper draws on social presence theory and social support theory to construct a model of gamified interaction. We conducted a survey questionnaire with a sample of 368 users from English learning APPs and used structural equation modelling to assess their learning performance. Our results reveal that not all dimensions of gamified interaction enhance learning performance directly. Some dimensions of gamified interaction can optimise users’ social presence and perceived social support, which in turn, improve users’ learning performance. In addition, learning style can influence users’ sense of social presence and perceived social support when they are facing the same gamified interactions. This study highlights the important determinants influencing users’ learning performance in the context of gamified mobile learning by incorporating three overlooked factors, gamified interaction, users’ learning experience and learning style. For managers of those learning APPs who want to attract more users it is advisable to carry out various gamified interactions through differentiated gamified tools based on users’ learning style, which can meet users’ psychological needs and thereby enhance effective learning experience
Context (archaeology) · Human–computer interaction · Machine learning · Structural equation modeling · Style (visual arts) · Computer Science · Educational Games and Gamification · Impact of Technology on Adolescents · Psychology · Technology Adoption and User Behaviour
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| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 1,5 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |