Purpose The use of learning management systems (LMSs) such as Google Classroom has increased significantly in higher education institutes during the COVID-19 pandemic. However, only a few studies have investigated instructors’ continued intention to reuse LMS. The purpose of this study is to investigate the factors that influence instructors’ intention to reuse an LMS in higher education institutes. Design/methodology/approach This study adopted a mixed-method research design. In the quantitative section, an integrated model of technology acceptance model and information system success model is proposed to explore the effects of system quality, service quality, information quality, perceived ease of use and perceived usefulness on instructors’ satisfaction and how their satisfaction will influence their intention to reuse Google Classroom in the future. In the qualitative section, to gain more understanding, instructors were asked to identify the challenges that inhibit the adoption of e-Learning technologies in public universities in Iraq and what are their recommendations to rectify them. Findings The findings revealed that service quality had no positive influences on the satisfaction of instructors, while other factors had varying levels of influence, the findings further showed that inadequate internet service and students lack of interest are the biggest challenges instructors faced during their experience with Google Classroom. Research limitations/implications To improve the generalizability of the results, future studies are recommended to include larger samples, in addition, further studies are also advised to take individual traits such as age and gender into consideration. Originality/value The outcomes of this study are expected to benefit researchers, policymakers and LMS developers who are interested in factors that affect instructors’ intention to reuse LMS in higher education institutes in developing countries.

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For this paper, an educational computer game called Ecoship Endeavour was designed based on the guidelines of the inquiry, communication, mystery, decision making, challenge, and rewards (ICMDCR) framework to help facilitate critical thinking skills in students. To examine the effectiveness of the proposed digital game-based learning (DGBL) approach, a quasi-experiment was conducted in the units of ''food relationship among living things'', ''life processes in plants'', and ''energy'' of an elementary science course. A total of 127 fifth grade students (females only) from four classes consented to participate in this learning activity. Two classes (N = 62) were assigned to the experimental group and guided by the developed game, and the other two classes (N = 65) were allocated to the control group and taught by the conventional method of science teaching. The experimental results revealed that Ecoship Endeavour significantly improved the critical thinking skills of students; however, it was also revealed that the DGBL activity had no significant effects on students' learning motivation and self-efficacy for science learning. Finally, more research is needed to examine the instructional benefits of the proposed method with more inclusive research samples consisting of both male and female learners. The outcome of this research may help researchers, teachers, and practitioners in the educational sector to evaluate the effectiveness of serious games in facilitating students' critical thinking.INDEX TERMS Digital game-based learning, human-computer interaction, science education, serious games, critical thinking.

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