Acceptance and Use of a Gamified Environment in Higher Education: A Preliminary Study

Information and Communication Technologies (ICTs) have been integrated into a variety of processes, with education being no exception. In this context, gamified environments emerge as a relevant resource that can be applied in diverse ways within the educational framework. This article explores the acceptance and implementation of a gamified setting in higher education through the application of the Technology Acceptance Model (TAM). It employs a sequential methodology for both the research conducted and the development of the gamified environment. As a result, the integration of gamified environments in higher education is demonstrated to be a valuable and engaging strategy that enhances the learning experience. Findings indicate that students exhibit enthusiasm for the educational process when gamification elements are incorporated, highlighting the model's potential for both pedagogical and technological applications.