Factors Affecting Schools Teachers Behavioural Intention to Use Gamified Learning Activities in Learning Management Systems (LMS) in Saudi Arabian Schools

The transition from the traditional form of teaching and learning to the information and communication technology-based educational system has aided effective interaction between students and their teachers However, despite the appreciable level of recognition of Learning Management Systems (LMS) as a new innovative educational model in the country, there exist wide research gap as a result of implementation and adoption. The study aims to examine the behavioural intention of teachers towards gamification in the Future Gate platform as it is one of the modern Learning Management Systems (LMS) in Saudi Arabian schools. A total of 328 respondents were conveniently sampled and a structured questionnaire was designed and administered using Google Forms and email the survey link to respondents. The data collected were analysed with SPSS (R) 23 and PLSSEM software. This study's findings showed significant influence for the effort expectancy, social influence, and hedonic motivation on the teachers' intention to use. Intention to use showed also significant impacts on the actual use of gamification. Both task and technology characteristics showed significant effects on the task technology fit. Intention to use play a significant role as a mediator for the influence of hedonic motivation, social influence, and task technology fit on the gamification actual use. (C) 2021 INT TRANS J ENG MANAG SCI TECH.