Motivation and Information Affordances Towards User Engagement in a Gamified System

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

Acceptance of Artificial Intelligence (ChatGPT) in Education: Trust, Innovativeness and Psychological Need of Students

Since students are key stakeholders and reliable sources of information, their acceptance or rejection of artificial intelligence (AI) tools like ChatGPT can influence the general student population’s uptake of AI in education. In this study, we investigated the acceptability of AI tools among students in higher education in Ghana. A cross-sectional design was used to collect data from 146 students through a self-administered online survey. Descriptive analysis and structural equation modelling were performed and a conceptual framework was developed to explore the interplay between perceived usefulness, social influence, innovation characteristics, and psychological needs of students. The findings indicated that more than half (n = 102, 69.9%) of them indicated acceptance of AI in education if available while about one-third (n = 44, 30.1%) indicated non-acceptance of AI, prompting policies to be in place for its acceptance and use in education. Additionally, the results demonstrate that the effect of perceived usefulness, social influence, innovation characteristics, and psychological needs of students on AI acceptance in education is positively significant. Concerns about lack of awareness (n = 33, 35.1%), privacy and consent (n = 19, 20.2%) and disruption of the traditional teacher-student relationship (n = 15, 16%) were identified as the main reasons students would decline uptake of AI tools in education. Action from authorities in higher education is needed to address students’ hesitancy about AI tools and such interventions must consider the age and sex of the students. Keywords: artificial intelligence, education, ChatGPT, innovation, trust, technology acceptance DOI: 10.7176/IKM/13-4-03 Publication date:July 31st 202

Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices

Abstract Limited studies exist on faculty members or lecturers’ perception and behavioural acceptance of artificial intelligence (AI) (e.g. ChatGPT) for their students' benefit. Teachers are the decision-makers for students' teaching and classroom activities. In this regard, the study examined lecturers’ use of AI-powered tools and the factors that influence the acceptance of AI in teaching and learning in universities. An online survey was conducted using a cross-sectional design, and the results were analysed using SPSS and SmartPLS. The study findings revealed that more than two-thirds (84%) of lecturers are willing to accept AI for their students, while 16% stated non-acceptance of AI for students. Factors such as years of teaching experience, institutional support for AI use, and attitude towards AI proved to be significant predictors of AI acceptance in education. Key factors influencing lecturers' acceptance of AI for their students include perceived pedagogical affordances, organisational policies and incentives, perceived complexity and usability and socio-cultural context. By addressing teacher concerns through supportive policies, user-friendly interfaces, and alignment with pedagogical goals, higher education institutions can create a more fertile ground for AI adoption

Artificial intelligence research: A review on dominant themes, methods, frameworks and future research directions

This article presents an analysis of artificial intelligence (AI) in information systems and innovation-related journals to determine the current issues and stock of knowledge in AI literature, research methodology, frameworks, level of analysis and conceptual approaches. By doing this, the article aims to identify research gaps that can guide future investigations. A total of 85 peer-reviewed articles from 2020 to 2023 were used in the analysis. The findings show that extant literature is skewed towards the prevalence of technological issues and highlights the relatively lower focus on other themes, such as contextual knowledge co-creation issues, conceptualisation, and application domains. While there have been increasing technological issues with artificial intelligence, the three identified areas of security concern are data security, model security and network security. Furthermore, the review found that contemporary AI, which continually drives the boundaries of computational capabilities to tackle increasingly intricate decision-making challenges, distinguishes itself from earlier iterations in two primary aspects that significantly affect organisational learning in dealing with AI's potential: autonomy and learnability. This study contributes to AI research by providing insights into current issues, research methodology, level of analysis and conceptual approaches, and AI framework to help identify research gaps for future investigations

Gamifying Sakai: Understanding Game Elements for Learning

In recent times, the use of game designs in a non-game context known as gamification has been postulated to encourage learning and business engagement. This paper explores the perceived understanding of students and administrators concerning game elements as a precursor to gamifying Sakai which is a Learning Management System adopted by the University of Ghana. Survey data was gathered from both undergraduate and postgraduate students (N=40) and interview granted to the Sakai management team. The study examined their gaming experience, expectation of gamification in Sakai and perceive usefulness of game elements as an engagement and interactive tools. The findings show that gamification is a new concept and the data also revealed a positive attitude towards adding game elements to Sakai. Further, students opted for leaderboards and teams in Sakai to encourage teamwork, excitement in learning and an incentive to visit Sakai frequently. The findings implications are discussed

Motivation in Gamified Social Media Learning: A Psychological Need Perspective

With a high attrition rate among students in online learning, educators and researchers have introduced gamified social media learning platforms which allow students to share their experiences, co-create knowledge, and collaboratively learn about computing principles. However, only a few studies have examined learners’ motivations, antecedents, and consequences on a gamified social learning platform. This study draws on the self-determination theory to test a proposed model for gamification users in computing education. Participants were undergraduate students who completed an online survey during the semester on a course design project. This course aims to prepare students to undertake a significant piece of individual work on a design project and appreciate the appropriate techniques in managing information technology projects. Interestingly, the study found a non-significant relationship between game rewards and how they improve competence. The results expand our understanding of pedagogical strategies and innovation open to education institutions