Abstract

Gamification promises to enhance students’ engagement and learning; however, mixed findings are present in the literature on the value of gamification in non-game contexts. In this research-in-progress paper, a framework for meaningful engagement in gamified systems is adopted to examine the moderating effect of students’ gaming orientation (i.e., achievement, social, and immersionoriented gaming) on the impact of gamification mechanics (e.g., points and leaderboards) on engagement and performance. From the perspective of individual-technology fit theory, we suggest that matching students’ gaming orientation with gaming mechanics may influence the effect of the latter on students’ engagement and performance. Hence, a research model and hypotheses were developed, which will be tested using a quasi-experimental method to examine the moderating effect of gaming orientation on the effectiveness of gamified online quizzes. This study is expected to contribute to the literature by shedding the light on the role of individual differences in gamified systems.

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