The Role of Perceived Usefulness and Attitude in Student Engagement: A Conceptual Study in Malaysian Blended Learning Environment
Abstract
The implementation of blended learning across Malaysian higher education, particularly after the COVID-19 outbreak, has placed student engagement and active involvement at the centre of instructional priorities. This conceptual paper explores gamification as a potential strategy for enhancing engagement, emphasizing perceived usefulness as a critical determinant. This study was guided by the Gamification Acceptance Model (GAM), an adaptation of the Technology Acceptance Model (TAM). Purposive sampling will be applied to recruit respondents who have prior experience using gamification in education. Expected results demonstrate that perceived usefulness exerts a significant influence on three engagement dimensions: attitude, skill engagement, and interaction engagement. These findings will affirm the applicability of GAM in blended learning contexts, while highlighting the value of perceived usefulness in directly promoting learner engagement. The study offers practical recommendations for educators and higher education institutions to integrate gamification into course design, aiming to develop effective and engaging learning experiences.
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