In recent years, the academic literature suggests the need for innovative pedagogical approaches, especially in higher education, to improve the learning results of younger generations.
In line with this, gamification, which combines intrinsic and extrinsic motivation, emerges as a tool with the potential to meet younger generations' expectations.
Using the Self-Determination Theory and the Technology Acceptance Model this study focuses on analyzing factors affecting the acceptance of gamification by university students.
The combination of these two theories has allowed the proposal and testing of an explanatory model using structural equation modeling to analyze causal relationships between constructs, providing a more robust and detailed understanding of the factors that influence the acceptance of gamification in the applied context.
The results of the study suggest that collaborative learning enhances perceived ease of use, perceived usefulness, attitude, and intention to use. Additionally, perceived competence increases perceived usefulness, and autonomy improves ease of use.
These findings provide valuable insights to the object of study due to the methodology employed and point out the importance of understanding factors affecting gamification acceptance.
Understanding these factors will enable educators and game developers to design more effective strategies when using gamification not only in accounting education but in other higher education disciplines.
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How to cite: Queiro-Ameijeiras, C. M., Seguí-Mas, E., & Martí-Parreño, J. (2025). Determinants of gamification acceptance in Higher Education: an empirical model. [Determinantes de la aceptación de la gamificación en la educación superior: un modelo empírico]. RIED-Revista Iberoamericana de Educación a Distancia, 28(1). https://doi.org/10.5944/ried.28.1.41565
