The adoption of gamification in higher education and its impact on academic performance: empirical evidence from Jordan and Palestine

Abstract

This study aims to examine the factors that impact the adoption of gamification, specifically the use of points, badges, and leaderboards, in universities in Jordan and Palestine and its impact on students’ academic performance. Guided by the technology-organization-environment (TOE) framework and resource-based view (RBV) theory principles, this research employed a quantitative, cross-sectional survey design. Data were collected from administrators, faculty members, and technicians at universities in Jordan and Palestine and analyzed using partial least squares structural equation modeling, including reliability and validity assessments and hypothesis testing. Results revealed that factors such as IT infrastructure, management support, financial resources, collaboration, communication efficiency, and positive attitudes toward technology adoption significantly impacted the adoption of gamification in university e-learning platforms. Findings indicate that gamification adoption positively impacts students’ academic performance. This study contributes to the literature by providing a comprehensive understanding of the variables that determine gamification adoption in higher education and informs university administrators and policymakers on best practices for implementing gamification. The findings highlight the potential of personalized gamification to enhance student engagement, motivation, and learning outcomes.

Keywords

• Gamification
• higher education
• technology adoption
• academic performance
• TOE framework
• RBV theory