Gamification of Anti-Telecom Network Fraud Education Based on the Technology Acceptance Model
A Study on the Acceptance of University Students
Bibliographic Data
| ID | 16915959 |
|---|---|
| Authors | Hu Bin (0000-0001-6551-2064), Kairong Li (0009-0008-2805-9318), Yingyi Zhang (0009-0000-0975-7251) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Publication date | 2025-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251363689 |
| Language | EN |
| References cited | 35 |
With the rapid development of information technology, telecommunication network fraud poses a serious threat to college students. Urgent action is needed to enhance their awareness of fraud prevention through effective educational methods. This study constructed a behavioral willingness model to use an anti-fraud educational game among university students by extending the Technology Acceptance Model (TAM). A questionnaire survey was administered to 374 university students to assess the effects of interface design, fun, and information quality on their willingness to use the game. Results indicated that these factors significantly influenced students’ perceived ease of use and perceived usefulness, further enhancing their willingness to engage with the game. These findings, design strategies for the anti-fraud educational game are proposed to improve educational effectiveness. This study validates the applicability of TAM in educational games and introduces it into anti-telecommunication network fraud education, providing new empirical support for educational game design
What is beautiful is usable
A Theoretical Integration of User Satisfaction and Technology Acceptance
Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification
Understanding e-learning continuance intention
Why do people play on-line games? An extended TAM with social influences and flow experience
Extrinsic and Intrinsic Motivation to Use Computers in the Workplace 1
Extending the TAM for a World-Wide-Web context
Why People Continue to Play Online Games
Understanding Information Systems Continuance
From Intentions to Actions
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Evaluating E-learning systems success
To learn scientifically, effectively, and enjoyably
The magical number seven, plus or minus two
The general causality orientations scale
Facets of visual aesthetics
| Highly cited | No |
|---|