The impact of gamified interaction on mobile learning APP users’ learning performance: the moderating effect of users’ learning style

Jun Fan and Zhen Wang

Behaviour and Information Technology, 2025, vol. 44, issue 7, 1306-1319

Abstract: This study investigates the effect of gamified interaction through mobile learning applications (APPs) to optimise users’ learning performance. This paper draws on social presence theory and social support theory to construct a model of gamified interaction. We conducted a survey questionnaire with a sample of 368 users from English learning APPs and used structural equation modelling to assess their learning performance. Our results reveal that not all dimensions of gamified interaction enhance learning performance directly. Some dimensions of gamified interaction can optimise users’ social presence and perceived social support, which in turn, improve users’ learning performance. In addition, learning style can influence users’ sense of social presence and perceived social support when they are facing the same gamified interactions. This study highlights the important determinants influencing users’ learning performance in the context of gamified mobile learning by incorporating three overlooked factors, gamified interaction, users’ learning experience and learning style. For managers of those learning APPs who want to attract more users it is advisable to carry out various gamified interactions through differentiated gamified tools based on users’ learning style, which can meet users’ psychological needs and thereby enhance effective learning experience.

Date: 2025
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DOI: 10.1080/0144929X.2020.1787516

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