Gamification and MOOC persistence: an integrated UTAUT2–SDT–engagement model

Waraporn Jirapanthong (Dhurakij Pundit University)
Siwakorn Banluesapy (Dhurakij Pundit University)

International Journal of Evaluation and Research in Education (IJERE)
Vol 15, No 5: October 2026

Massive open online courses (MOOC) completion rates remain low despite the continued growth of online learning platforms. This study examined the factors influencing learning persistence (PERS) in gamified MOOCs using an integrated unified theory of acceptance and use of technology 2-self-determination theory (UTAUT2–SDT)–engagement (ENG) model. A cross-sectional survey was conducted with 200 MOOC learners in Thailand, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that student ENG significantly predicted behavioral intention (BI) (β=0.352,p