Digital readiness and academic engagement in a gamified LMS: evidence from Indonesian higher education

Purpose This study examines how gamification readiness, attitudes toward gamification and gamification adoption relate to academic engagement within a gamified learning management system (LMS) in Indonesian higher education. It also assesses whether selected learner characteristics moderate the relationship between adoption and engagement. Design/methodology/approach The study draws on survey data from 450 undergraduate students enrolled in Technopreneurship courses delivered through PetraVerse, a gamified LMS developed at Petra Christian University. Partial least squares structural equation modeling was used to evaluate the measurement model, test the hypothesised structural relationships and assess mediation and moderation effects. Findings Gamification readiness was positively associated with attitudes toward gamification, while attitude showed a strong positive relationship with gamification adoption. Readiness had no significant direct relationship with adoption, indicating that attitude may serve as the principal mechanism through which preparedness translates into use. Gamification adoption was also positively associated with academic engagement. The moderation results show that book-type preference and gaming as a hobby strengthened the adoption–engagement relationship, whereas GPA and preferred game genre weakened it. Reading duration and gender did not produce significant moderating effects. Practical implications Higher education institutions should foster favourable attitudes toward gamified learning and encourage sustained platform use. Gamified LMS design should also accommodate differences in learners' interests, media preferences and gaming habits. Originality/value The study advances a learner-centred account of gamified learning by clarifying how readiness, attitude and adoption combine to shape academic engagement. It also provides evidence from an underexamined Indonesian higher education context.