Introduction Integrating digital technology in higher education has changed the learning landscape, especially in Business Analytics Information Systems (BAIS) courses. These courses are heavily dependent on interactive, data-driven technology, especially for student learning. This research examines the influence of training, cloud computing ability, big data analytical facility, and gamification on students’ perceived ease and usefulness of systems, ultimately affecting students’ engagement and performance in Saudi Arabian educational institutions. Methods Drawing from the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), the research employed a quantitative approach, collecting data via face-to-face surveys at 5 universities in Saudi Arabia. Out of the 589 sent questionnaires, 367 were analyzed for validity, reliability, and structural modeling using SmartPLS 4. Results Findings showed that training, cloud computing ability, big data analytic facility and gamification significantly influenced perceived ease of use and usefulness. On the other hand, perceived ease of use towards BAIS courses significantly influenced students’ engagement and performance. Perceived usefulness towards BAIS courses significantly influenced students’ engagement but not students’ performance. Discussion Results advance the TAM by integration of motivational components with the existing technology framework, recognizing the importance of ease of use, training, and gamification in improving motivation and engagement.
Turki Amira (Fri,) studied this question.