Exploring the Role of Innovation Attributes on Mobile Gamification Adoption Among Lecturers

In the current digital era, generation Z is known as individuals who grew up with technology. They are a generation that is accustomed to using gadgets as an integral part of everyday life, including in the context of learning in educational institutions. This research aims to explore the factors that influence lecturers' adoption of mobile gamification for teaching to today's students who are Gen Z. We investigate the factors that influence lecturers' adoption of mobile gamification in a higher education context from the Diffusion of Innovation Theory attribute. Using Structural Equation Modeling (SEM) with the help of SmartPLS 4, we tested five hypotheses linking Relative Advantage (RA), Compatibility (CA), Complexity (CE), Observability (OB), and Trialability (TR) with lecturer adoption of gamification mobile. After that the sixth hypothesis linked lecturer adoption of mobile gamification on student engagement. The analysis results show that RA, CA, CE, and OB significantly influence lecturers' adoption of mobile gamification, while TR does not show a significant influence. Lecturer adoption of mobile gamification has significant effect on student engagement. The implications of these findings are presented in the context of the application of innovative learning technology in academic environments, as well as suggestions for future researchers in expanding knowledge about the adoption of learning technology in the future.