Factors Influencing Univerity Students' Acceptance of Using Blooket as A Gamified Learning Platform

In recent times, gamification has been utilized to enhance students' engagement and bolster their motivation in learning by game design components integration into educational settings. Blooket, one of the commonly used gamified platforms, furnishes both teachers and students with engaging classroom interaction and enhances language acquisition. The effectiveness of Blooket has been examined in several previous studies worldwide. Nevertheless, few studies have been conducted to investigate the factors influencing students' Blooket acceptance in teaching, specifically within the Vietnamese context. This study inspects to adapt a conceptual model from the Unified Theory of Acceptance and Use of Technology (UTAUT), investigating striking aspects impacting students’ acceptance of Blooket usage in education. This investigation employed a quantitative methodology and a 21-item questionnaire utilizing a 5-point Likert scale with the involvement of 100 university students from a private university in the Mekong Delta of Vietnam. The findings unveil that social influence mainly influences students’ behavioral intention in adopting Blooket. The results also indicate an intimate connection between facilitating conditions and use behavior and behavioral intention and use behavior. Further implications are suggested to enhance both learners’ satisfaction and gamification implementation in the teaching and learning process.