This document discusses a study that investigates factors influencing learners' technology engagement in the context of ubiquitous game-based learning (UGL) in smart campuses. The study uses the Technology Acceptance Model and Media System Dependency Theory as frameworks. It analyzes how individual expectations, including fragmented and infotainment learning, and social environment factors, such as peer coaching and parental support, directly influence learner technology engagement. The study also examines how ease of use moderates the relationships between these factors and technology engagement. A total of 168 students participated in the study. The results found that learners' technology engagement was directly influenced by individual expectations and social environment factors. Ease of use significantly moderated some but not all of

Investigating Learners' Technology Engagement - A Perspective From Ubiquitous Game-Based Learning in Smart Campus PDF

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