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As gamification may benefit the learning experience, many Technology Acceptance Models affecting the user's acceptance of using gamification have been investigated. However, there has been limited work on the digital skills level and the adoption of user acceptance gamification. This paper examines the user's perceptions of gamification acceptance in e-learning environments. For this reason, a research model based on the Technology Acceptance Model (TAM) proposed to reveal the relationships between the constructs of the model and participants with different e-skills Level. The search data collected from 188 participants of a Massive Open Online Courses (MOOC) course focused on enhancing cybersecurity skills. Nonparametric tests and Structural Equation Modelling (SEM) implemented for the hypothesis tests. Findings prove that there are statistical differences among participants with different Level of e-skills on Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Intention Use (IU) and Actual Use (AU). Also, the study reveals significant positive relationships among most of the model's constructs on gamification acceptance. The extra factor "ICT Level" provides a roadmap deeper understanding of the studies based on e-learning Technology Acceptance Models and show that affect the adoption of user acceptance.

The COVID-19 pandemic imposed challenges and offered opportunities, which were recognized and assessed in developed countries. In many cases though, the lack of systematic preparation for the required digital transformation resulted in confusion and discomfort in citizens’ lives, where the imposition of nonphysical contact excluded a large part of the population from basic needs and rights. This article investigates the influence of trustworthiness and technology acceptance factors on the usage of e-government services during the pandemic, and proposes a model that integrates factors adapted from the TAM model (social influence, performance expectancy and effort expectancy) with trust in e-government, a factor influenced by trust in government, trust in the internet, security and privacy, to predict e-government usage. To test the model, a survey was conducted using a 38-question questionnaire we designed, with a total sample size of 301 Greek citizens. The model was confirmed using the structural equation modeling (SEM) approach with maximum-likelihood estimates. Results indicate that all aspects in this study related to trustworthiness and user acceptance can be predictive factors of citizens’ usage of e-government services during periods of uncertainty and high risk, such as the COVID-19 pandemic.

Educational games and digital game-based learning (DGBL) provide pupils interactive, engaging, intelligent, and motivating learning environments. According to research, digital games can support students’ learning and enhance their motivation to learn. Given the central role teachers play in the learning process, their perceptions of DGBL play a significant role in the usage and effectiveness of game-based learning. This paper presents the main findings of an online research on primary school teachers’ attitudes toward DGBL. Furthermore, the research investigates teachers’ opinions about the functionalities provided by the implemented Multiplication Game (MG) and the newly incorporated teacher dashboard. The MG is an assessment and skills improvement tool that integrates an adaptation mechanism that identifies student weaknesses on the multiplication tables and in its latest version also supports a strong social parameter. Students can be informed about their own progress as well as the progress of their peers in an effort to examine if social interaction or competition can increase players’ motivation, which is a subject that raised some concerns in the teaching community. The paper describes the functional options offered by the MG dashboard and documents the outcomes of an online survey conducted with the participation of 182 primary school teachers. The survey indicated the potential usefulness of MG and the benefits it can offer as a learning tool to improve pupil multiplication skills and help teachers identify individual pupil skills and difficulties and adapt their teaching accordingly. The analysis applied has found a correlation between teachers’ perceptions about MG and their view on using digital games in general.