Gamified Learning and Student Engagement in Blended Education: The Moderating Role of Chatbot Usability

Mengqiu Tan; Siti Mahfuzah Binti Sarif

doi:10.3991/ijim.v20i14.62184

Authors

Mengqiu Tan Universiti Utara Malaysia, Kedah, Malaysia https://orcid.org/0009-0009-9164-2394
Siti Mahfuzah Binti Sarif Universiti Utara Malaysia, Kedah, Malaysia

DOI:

https://doi.org/10.3991/ijim.v20i14.62184

Keywords:

Gamification strategies, Chatbot usability, Student engagement, Sustainable education

Abstract

Student engagement plays an important role in blended learning. But it is not easy to keep students active over time. Students need clear learning tasks, useful feedback, and simple digital support. This study explores how gamification strategies (GS) affect student engagement in a blended learning course. It also examines whether chatbot usability strengthens this effect. The study focuses on four gamification strategies: triggers, actions, variable rewards, and investment. It draws on self-determination Theory, the Hook Model, and the Technology Acceptance Model. Data were collected from 600 undergraduate students who took a blended Chinese history course. Structural equation modeling (SEM) and hierarchical regression were used to test the proposed relationships. The results show that gamification strategies have a positive effect on student engagement (β = 0.86, p < 0.01). Among the four strategies, investment makes the strongest contribution. The results also show that chatbot usability is positively related to student engagement (β = 0.26, p < 0.01). In addition, chatbot usability moderates the relationship between gamification strategies and student engagement (interaction β = 0.05, p < 0.05). This means that gamification strategies are more effective when students find the chatbot easy and useful to use. These results suggest that gamified learning design should work together with usable chatbot support. Clear tasks, meaningful rewards, and simple chatbot interaction can help students take part more actively in blended learning.

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