This study examines the applicability of Self-Determination Theory (SDT) to explain intention to adopt Lifelong Learning (LLL) of employees and its antecedents (gamification and an organization’s online learning readiness). Self-determination and online learning readiness are conceptualized as second-order factors according to their literature supports. The proposed research model is tested using data collected from 255 full-time workers/ employees in Thailand. SEM is applied to evaluate both the measurement model, to measure variables to latent variables, and the structural model, to link latent variables to one another. The results indicate that gamification (game elements) together with an organization’s online learning readiness (resource readiness, education readiness, and environment readiness) indirectly influence employees’ LLL intention via their self-determination (autonomy, relatedness, competence). Researchers and practitioners could apply the research model and the findings to enhance formal and informal learning of employees online. This study expands the gamification as a pedagogical factor in LLL context and applies e-learning readiness as an institutional factor and self-determination as an individual factor to explain employees’ intention to further adopt online learning. Adding external factors i.e. game elements and organizational support could enhance employees’ intrinsic motivation affecting their LLL adoption.

这项研究检验了自我决定理论（SDT）的适用性，以解释采用雇员及其终身学习方式（游戏化和组织的在线学习准备情况）的终身学习（LLL）的意图。根据他们的文献支持，自决和在线学习准备度被概念化为二阶因素。拟议的研究模型使用从泰国255名全职员工收集的数据进行了测试。SEM用于评估测量模型（将变量测量为潜在变量）和结构模型（将潜在变量彼此链接）。结果表明，游戏化（游戏元素）与组织的在线学习准备度（资源准备度，教育准备度，和环境准备程度）通过员工的自决（自主权，相关性，能力）间接影响其LLL意图。研究人员和从业人员可以应用研究模型和发现来增强在线员工的正式和非正式学习。这项研究扩大了游戏化的学习背景，将其作为一种学习因素在LLL中进行了应用，并将电子学习准备程度作为一种制度因素，并将自决作为一项个人因素来解释员工打算进一步采用在线学习的意图。添加外部因素，例如游戏元素和组织支持，可以增强影响员工采用LLL的内在动力。研究人员和从业人员可以应用研究模型和发现来增强在线员工的正式和非正式学习。这项研究扩大了游戏化的学习背景，将其作为一种学习因素在LLL中进行了应用，并将电子学习准备程度作为一种制度因素，并将自决作为一项个人因素来解释员工打算进一步采用在线学习的意图。添加外部因素，例如游戏元素和组织支持，可以增强影响员工采用LLL的内在动力。研究人员和从业人员可以应用研究模型和发现来增强在线员工的正式和非正式学习。这项研究扩大了游戏化的学习背景，将其作为一种学习因素在LLL中进行了应用，并将电子学习准备程度作为一种制度因素，并将自决作为一项个人因素来解释员工打算进一步采用在线学习的意图。添加外部因素，例如游戏元素和组织支持，可以增强影响员工采用LLL的内在动力。