Purpose This study examines how gamification strategies shape the adoption and effectiveness of digital learning platforms among Generation Alpha students. As the first cohort fully immersed in digital ecosystems from early childhood, generation alpha provides a unique context to understand how design elements such as rewards, social interaction (SI) and narrative features support progression from initial platform use to sustained mastery. The study specifically explores whether gamified elements enhance educational technology acceptance and contribute to overall learning success. Design/methodology/approach A quantitative, cross-sectional survey was conducted with 387 generation alpha students who actively use digital learning applications. The study assessed the direct effects of gamified rewards, social interaction, narrative and storytelling (NS) and adaptive difficulty on engagement outcomes. Structural equation modeling (SEM) was employed to evaluate the relationships among these variables and their influence on positive digital learning outcomes. Findings The results indicate that social interaction (β = 0.246) and narrative and storytelling (β = 0.164) significantly predict sustained platform use and improved learning outcomes. Intrinsic motivation (IM) mediated 57% of the total effect on long-term engagement (LTE), fully mediating social interaction and adaptive difficulty and partially mediating gamified rewards and narrative. Poorly calibrated adaptive difficulty emerged as context-sensitive, highlighting learners' sensitivity to challenge design. Originality/value This study is original in demonstrating that generation alpha learners respond to gamification through SI and narrative immersion more strongly than through rewards alone. It introduces a generation-specific motivational hierarchy validated using SEM, rather than assuming models developed for Gen Z or millennials. By showing that IM sustains engagement beyond novelty effects, the study offers a new, practical lens for designing long-term gamified digital learning environments.
Kumar et al. (Fri,) studied this question.