Psychological and Educational Research Studies
Abstract
Abstract
Gamification has gained significant attention in academia and industry, leading to its widespread adoption, particularly in education. While extensive research has examined gamified learning, few studies have explored key factors influencing effective use, especially in role-based environments. This study investigates the impact of epistemic curiosity, including interest techno-curiosity and deprivation techno-curiosity, and role perceptions, such as role conflict and role ambiguity, on effective use of gamified systems. A laboratory study with 231 graduate students using an ERP simulation game involved pre- and post-game surveys measuring epistemic curiosity, role conflict, role ambiguity, and system effectiveness. Structural equation modeling tested the research hypotheses. Results indicate that both types of techno-curiosity significantly enhance effective use. Additionally, role ambiguity negatively affects effective use, while role conflict has no significant impact. This study contributes to the literature by examining how curiosity-driven motivation and clear role structures influence learner behavior, offering insights to optimize gamified learning.
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@article{Kim2026Impacts,
title = {Impacts of Epistemic Techno-Curiosity and Role Perceptions on Effective Use in Role-based Gamified Learning},
author = {D. Kim and Hyewon Lee and Myung Cho and Si Liu and Yu Zhao and Dong-Heon Kwak},
journal = {Journal of the Association for Information Systems},
year = {2026},
url = {https://aisel.aisnet.org/amcis2026/game/sig_game/1}
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