Gamification is a growing phenomenon, and educational institutions have begun incorporating it into their existing information systems (IS) curriculum. This study seeks to examine how motivational affordances and information quality contribute to student engagement within gamified IS education. Drawing on the frameworks of affordances, information quality, and engagement, this study develops a conceptual model to explain motivational affordances and information quality and its satisfaction effects on students’ engagement in IS education. Our preliminary results show a contrary view that despite the challenges or competition evoked by gamification, it is more satisfying for students to continue using the gamified system. This research-in-progress paper is theoretically important because there are currently no widely accepted theoretical models linking motivational affordances, information quality, and engagement to gamified outcomes, and test the effect on students’ learning behaviours.



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