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All Journal Advance Sustainable Science, Engineering and Technology (ASSET)
Muhammad Ibrahim Al Farisi
Universitas Pembangunan Nasional Veteran Jakarta
Chemistry Computer Science & IT Control & Systems Engineering Electrical & Electronics Engineering Industrial & Manufacturing Engineering

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Evaluating Behavior-Driven Metrics in Gamified Hybrid Environments: A Structural Analysis Approach Henka Bayu Seta; Zatin Niqotaini; Sarika Afrizal; Theresiawati; Artika Arista; Rapolo Joshua Napitupulu; Muhammad Ibrahim Al Farisi
Advance Sustainable Science Engineering and Technology Vol. 8 No. 3 (2026): May - July
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/asset.v8i3.2499

Abstract

Despite the widespread adoption of gamification in higher education, a significant research gap remains regarding the structural pathways through which specific game elements influence psychological drivers and academic success in hybrid settings. This study addresses this by evaluating the impact of badges, points, progress bars, and leaderboards on student motivation and outcomes using a quantitative approach with a sample of 437 university students in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), revealing that the model possesses strong internal consistency and convergent validity, with factor loadings between 0.760–0.956 and Average Variance Extracted (AVE) values ranging from 0.687 to 0.872. The structural analysis confirms that badges act as a primary driver for perceived playfulness and the effectiveness of other elements, while leaderboards and progress bars significantly enhance learning satisfaction; however, points showed no significant impact on playfulness. These findings, evidenced by significant path coefficients (β) and robust R² values, provide an analytical framework for educators to strategically design gamified ecosystems that prioritize high-impact behavioral metrics over simple reward systems, thereby optimizing engagement in blended learning environments. 
Evaluation of Learning Management System for Users with Accessibility Needs Using Extended Technology Acceptance Model (E-TAM) Zatin Niqotaini; Henki Bayu Seta; Theresiawati; Dwi Vernanda; Artika Arista; Muhammad ibrahim Al Farisi; Rapolo Joshua Napitupulu
Advance Sustainable Science Engineering and Technology Vol. 8 No. 1 (2026): November - January
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/asset.v8i1.2495

Abstract

Inclusive education aims to provide equal learning opportunities for students with special needs, including the use of a Learning Management System (LMS). The urgency of this research stems from the significant challenges in LMS accessibility, which pose major obstacles for students with disabilities. These challenges include difficult navigation, a lack of screen reader features, and unfriendly interface design. The objectives of the research are to identify and evaluate the factors of LMS acceptance by students with disabilities and provide recommendations. The method uses the Extended Technology Acceptance Model (E-TAM) to identify factors influencing the acceptance of LMS by students with disabilities, such as perceived usefulness, perceived ease of use, and external factors. The findings indicate that System Quality (SQ) has no significant influence on Attitude Toward Using (AT), with the estimated effect size being 1.4%. As an implication, the institutions need to provide easy-to-follow guides to help users with disabilities.
Co-Authors Artika Arista Dwi Vernanda Henka Bayu Seta Henki Bayu Seta Niqotaini, Zatin Rapolo Joshua Napitupulu Rapolo Joshua Napitupulu Sarika Afrizal Theresiawati