{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,12]],"date-time":"2026-05-12T16:45:32Z","timestamp":1778604332839,"version":"3.51.4"},"reference-count":0,"publisher":"Informing Science Institute","license":[{"start":{"date-parts":[[2023,1,1]],"date-time":"2023-01-01T00:00:00Z","timestamp":1672531200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JITE:Research"],"abstract":"<jats:p>Aim\/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia.\n\nBackground: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient \u2018on-the-go\u2019 concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users\u2019 interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the \u2018in-house\u2019 developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners\u2019 intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users\u2019 expectations.\n\nMethodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application.\n\nContribution: This research contributes to the body of knowledge and helps better understand users\u2019 continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective \u2018in-house\u2019 learning tools.\n\nFindings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs\u2019 m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners\u2019 continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application.\n\nRecommendations for Practitioners: This study offers insights into strategies that the HEIs\u2019 management should perform in securing continuance usage of the \u2018in-house\u2019 developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions\u2019 gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies.\n\nRecommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs.\n\nImpact on Society: The findings of the study show the importance of confirmation made by the applications\u2019 users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users\u2019 satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an \u2018enjoyable\u2019 experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research.\n\nFuture Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users\u2019 perception in terms of the social influence and facilitating condition.\n\n<\/jats:p>","DOI":"10.28945\/5080","type":"journal-article","created":{"date-parts":[[2023,2,14]],"date-time":"2023-02-14T17:24:46Z","timestamp":1676395486000},"page":"097-128","source":"Crossref","is-referenced-by-count":10,"title":["Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions\u2019 Learners Towards a Gamified M-Learning Application"],"prefix":"10.28945","volume":"22","author":[{"given":"Rosfuzah","family":"Roslan","sequence":"first","affiliation":[{"name":"UPM"}]},{"given":"Ahmad","family":"Fauzi Mohd Ayub","sequence":"additional","affiliation":[{"name":"Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia"}]},{"given":"Norliza","family":"Binti Ghazali","sequence":"additional","affiliation":[{"name":"Universiti Putra Malaysia"}]},{"given":"Nurul","family":"Nadwa Zulkifli","sequence":"additional","affiliation":[{"name":"Universiti Putra Malaysia Bintulu Campus Sarawak"}]},{"given":"Siti","family":"Noor Haslina Binti Md Latip","sequence":"additional","affiliation":[{"name":"UNIVERSITI PUTRA MALAYSIA"}]},{"given":"Siti","family":"Syuhada Abu Hanifah","sequence":"additional","affiliation":[{"name":"UNIVERSITI PUTRA MALAYSIA"}]}],"member":"11490","published-online":{"date-parts":[[2023]]},"container-title":["Journal of Information Technology Education: Research"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/www.jite.org\/documents\/Vol22\/JITE-Rv22p097-128Roslan8738.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/www.jite.org\/documents\/Vol22\/JITE-Rv22p097-128Roslan8738.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,2,14]],"date-time":"2023-02-14T17:24:46Z","timestamp":1676395486000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.informingscience.org\/Publications\/5080"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023]]},"references-count":0,"alternative-id":["5080"],"URL":"https:\/\/doi.org\/10.28945\/5080","relation":{},"ISSN":["1547-9714","1539-3585"],"issn-type":[{"value":"1547-9714","type":"print"},{"value":"1539-3585","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023]]}}}