Investigating Factors That Affect the Continuance Use Intention among the Higher Education Institutions' Learners towards a Gamified M-Learning Application

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. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient 'on-the-go' concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users' 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 'in-house' 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' 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' expectations. Methodology: 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. Contribution: This research contributes to the body of knowledge and helps better understand users' 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 'in-house' learning tools. Findings: This research devel