Perceived Usefulness, Hedonic Motivation, and Gamification in the Adoption of MOOCs for Teacher Training
DOI:
https://doi.org/10.32870/Ap.v17n2.2641Keywords:
Educational Training, Educational Technology, MOOCs, GamificationAbstract
A theoretical model was proposed and validated, whereby the Technology Acceptance Model (TAM), the Information Systems Success Model (ISSM), and the Unified Theory of Acceptance and Use of Technology (UTAUT) were integrated, and additional variables such as trust and gamification were incorporated. The objective was to analyze the factors that influence the use of Massive Open Online Courses (MOOCs) for the training of educational personnel in Tamaulipas, Mexico. A total of 470 surveys were collected and the proposed model was evaluated using the partial least squares structural equation modeling technique (PLS-SEM). The results revealed that perceived usefulness, hedonic motivation, and gamification significantly influence the use of MOOCs, highlighting the importance of offering courses that are functional, engaging, and socially integrated. From a theoretical perspective, the research model demonstrated the feasibility of assessing MOOC quality in an integrated manner, contributing to the literature on educational quality and technology acceptance. On a practical level, actionable practices were suggested for the design of effective courses focused on quality, enjoyment, and user engagement, thereby strengthening the professional competencies of educational staff and promoting continuous training for higher-quality education
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