Examining information quality and perceived learning performance in a gamified environment

Despite the significant research on motivation, engagement, and satisfaction in gamification, the quality of the information provided by instructors and designers to students on the gamified application has not received commensurate attention. One potential reason is that quality is an abstract notion that cannot be expressed by simple definition. This paper focus on the critical aspect of the gamified learning environment: using gamified information to enhance students learning behaviour by providing information systems such as Kahoot Mobile Learning application. Our study, based on the contextual and representational information quality, examined 139 users of a gamified information system and found the differential need for information quality when designing content for students. Additionally, the study revealed the four characteristics (website, user, social and task) of information quality as critical dimensions in determining learner's satisfaction in the gamified application, which in turn influences perceived learning. Our findings provide educators and instructors with important guidelines which when considered on a contextual basis would motivate learners to obtain further information from gamified systems that may lead to perceived learning performance.