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<p>Blockchain-based gamification (BGA) is a new educational technology that offers enhanced security, transparency, and engagement. The Technology-Organization-Environment (TOE) framework and the Resource-Based View (RBV) are both combined in this study to analyze determinants of BGA adoption in education. Additionally, the Self-Determination Theory (SDT) is applied to understand how BGA influences student motivation and its subsequent effect on learning performance, emphasizing intrinsic and extrinsic motivational drivers. This study examines the impact of technological, organizational, and environmental factors on BGA adoption, as well as their effects on student motivation and learning performance. A quantitative study design was used, employing Structural Equation Modeling (SEM) to test the hypothesized model. Data were gathered from 355 students at Al-Jouf University, Saudi Arabia, using a structured questionnaire. The findings show that technological compatibility (<i>p</i> = 0.000), technological infrastructure (<i>p</i> = 0.030), security (<i>p</i> = 0.010), and trust (<i>p</i> = 0.000) have a significant influence on BGA adoption. Additionally, BGA adoption has positive effects on student motivation (<i>p</i> = 0.000) and learning performance (<i>p</i> = 0.000). Organizational readiness (<i>p</i> = 0.020) was a negative effect, while regulatory environment (<i>p</i> = 0.260) and transparency (<i>p</i> = 0.230) were not significant predictors. The study contributes theoretically by applying the TOE and RBV viewpoints to blockchain adoption in education. It further contributes by integrating SDT to explain motivational processes underlying learning performance outcomes. Practical implications include recommendations for institutions to prioritize upgrading their technological infrastructure, security, and trust mechanisms to enhance adoption. Policymakers need to remove regulatory barriers to ensure easy integration. Future research should investigate the longitudinal effects and assess the economic feasibility in various educational environments.</p>

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Adopting blockchain gamification in education: exploring security, transparency, and trust using SEM analysis

  • 期刊论文

  • 发表日期：

    2025年11月5日

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  • Wafa Naif Alwakid,
  • Nisar Ahmed Dahri

摘要

Blockchain-based gamification (BGA) is a new educational technology that offers enhanced security, transparency, and engagement. The Technology-Organization-Environment (TOE) framework and the Resource-Based View (RBV) are both combined in this study to analyze determinants of BGA adoption in education. Additionally, the Self-Determination Theory (SDT) is applied to understand how BGA influences student motivation and its subsequent effect on learning performance, emphasizing intrinsic and extrinsic motivational drivers. This study examines the impact of technological, organizational, and environmental factors on BGA adoption, as well as their effects on student motivation and learning performance. A quantitative study design was used, employing Structural Equation Modeling (SEM) to test the hypothesized model. Data were gathered from 355 students at Al-Jouf University, Saudi Arabia, using a structured questionnaire. The findings show that technological compatibility (p = 0.000), technological infrastructure (p = 0.030), security (p = 0.010), and trust (p = 0.000) have a significant influence on BGA adoption. Additionally, BGA adoption has positive effects on student motivation (p = 0.000) and learning performance (p = 0.000). Organizational readiness (p = 0.020) was a negative effect, while regulatory environment (p = 0.260) and transparency (p = 0.230) were not significant predictors. The study contributes theoretically by applying the TOE and RBV viewpoints to blockchain adoption in education. It further contributes by integrating SDT to explain motivational processes underlying learning performance outcomes. Practical implications include recommendations for institutions to prioritize upgrading their technological infrastructure, security, and trust mechanisms to enhance adoption. Policymakers need to remove regulatory barriers to ensure easy integration. Future research should investigate the longitudinal effects and assess the economic feasibility in various educational environments.