M-commerce has very rapidly developed into a very powerful way of reaching out to the consumer. M-commerce has been a massive success in terms of users’ adoption in some markets like Japan, while, astonishingly, not as thriving in others. However, its acceptance and level of adoption are low in Palestine compared to other countries. The research main objective is to classify the key variables that influence the acceptance of M-commerce among higher education students in Palestine by developing an M-commerce adoption Model based on an extension of the Technology Acceptance Model (TAM).  A total of 430 questionnaires were collected and analyzed using Structural Equation Modelling (SEM) technique. The findings revealed that perceived usefulness, perceived ease of use, personnel innovation, security and privacy, subjective norms, and perceived trust are found to have an important effect on consumer behavioral intention to adopt M-commerce. These results will benefit stakeholders involved in M-commerce activities such as service providers, retailers, consumers, academicians, and students.

Learning through play is currently an effective and attractive educational strategy. However, are all educational video games (EVG) successful and do they always keep the player motivated? Here, the authors emphasize that the success of an EVG will be more achievable if the game quality is measured, and suggest the use of playability property as a suitable and effective tool to do this. To this end, they present a set of guidelines that are based on Educational Playability (Playability in EVG), which were compiled by analyzing the existing game guidelines to achieve a good EVG design, to form a basis for evaluating the EVG quality, acting as useful tools for developers to enhance videogame playability. The authors propose that through the use of guidelines an acceptable level of playability can be achieved and this ensures the players’ motivation, which is a complicated process requiring the consideration of many aspects (playful, educational, etc.).

Educational video games (EVG) provide a rich platform to improve the Player Experience (PX), and constitute some of the main edutainment applications currently in the market. However, the evaluation of video games as educational tools is very difficult due to their dual nature (fun and education). In some cases, PX (as an usability measure) is a very important aspect of the EVGs and is a good measure of the level of fun and education presented to players. Educational Playability (playability in EVG) attributes are a suitable and effective tool to analyze and measure the experience obtained by a player during a game. To this end, it is necessary to evaluate the playability to determine the degree of improvement in PX. Playability evaluation through different methods is one of the major topics of PX in video games. In this paper, we present a new approach to evaluate the PX by using the educational playability.

Learning through play is currently an effective and attractive educational strategy. Recently, many educational video games have failed because methods of analysis have not been used to discuss playability level in a structured way. Ensuring a good player experience characterized by playability requires cooperation and collaboration between game designers and educators. To this end, the authors have proposed a new set of patterns to support educational video game design and analysis. These patterns aim to facilitate the development of educational video games, summarize the essential information and requirements needed to understand a particular problem and the proposed solution, and present the interrelationships between educational video game components and playability attributes.