Purpose

The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM).

Design/methodology/approach

The author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification.

Findings

This study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content.

Practical implications

This study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels.

Originality/value

To the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.

中文翻译：

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通过游戏化的电子学习说服：详细化可能性模型的观点

目的

这篇理论论文的目的是介绍一个概念模型，使用精化可能性模型 (ELM) 的社会心理学理论，通过游戏化元素来研究电子学习的说服。

设计/方法/方法

作者系统地回顾了在各种环境中应用 ELM 的几篇理论和实证论文。基于文献，作者确定了六个研究介词，这些介词有助于通过游戏化研究电子学习说服。

调查结果

本研究通过确定基于 ELM 的概念模型对现有文献做出贡献，该模型可用于使用游戏化元素对电子学习说服进行实证研究。因此，可以通过游戏化元素促进的论点质量、人口差异和技术背景来进行中心路线说服。外围路线说服可以通过来源可信度、社会存在和消息内容等变量进行。

实际意义

本研究通过引入一个基于 ELM 社会心理学理论的概念模型，为电子学习研究做出了重要的贡献。因此，本研究为未来的研究人员介绍了一种使用游戏化元素调查电子学习说服的方法。此外，未来的研究人员可以使用该模型通过游戏化在不同背景下（包括小学、中学和高等教育水平）调查电子学习的说服力。

原创性/价值

据作者所知，这项研究可以被认为是第一篇理论论文，它开发了基于 ELM 的概念模型，以研究教育背景下通过游戏化的电子学习说服。