Gamification, an educational strategy incorporating game-based elements, is gaining traction. Using the Unified Theory of Acceptance and Use of Technology model constructors, this study examines the adoption of gamification among 350 university students, which is representative of gender. The findings reveal a strong positive correlation between performance expectancy, and hedonic motivation, highlighting the role of gamification in fostering intrinsic motivation among learners. Most of all, the learning value influences behavioural intention directly in students thus consistently prioritising higher expected knowledge gains regarding performance, time invested, and energy expended. Overall, the study demonstrates the significance of several UTAUT constructs, including performance expectancy, effort expectancy, self-innovation, and hedonic motivation, in influencing the propensity to adopt gamification in educational settings. This research contributes to a deeper understanding of gamification's potential to enhance student engagement and learning outcomes, particularly among younger generations accustomed to interactive and engaging digital experiences.
Kovács et al. (2025) studied this question.