Citation: Denden, M.; Tlili, A.; Abed, M.; Bozkurt, A.; Huang, R.; Burgos, D. To Use or Not to Use: Impact of Personality on the Intention of Using Gamified Learning Environments. Electronics 2022, 11, 1907. https:// doi.org/10.3390/electronics11121907 Academic Editors: Juan M. Corchado, Byung-Gyu Kim, Carlos A. Iglesias, In Lee, Fuji Ren and Rashid Mehmood Received: 7 May 2022 Accepted: 14 June 2022 Published: 18 June 2022 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affil- iations. Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). electronics Article To Use or Not to Use: Impact of Personality on the Intention of Using Gamified Learning Environments Mouna Denden 1,2, *, Ahmed Tlili 3 , Mourad Abed 1,2 , Aras Bozkurt 4,5 , Ronghuai Huang 3 and Daniel Burgos 6 1 Université Polytechnique Hauts-de-France, LAMIH, CNRS, UMR 8201, F-59313 Valenciennes, France; mourad.abed@uphf.fr 2 INSA Hauts-de-France, F-59313 Valenciennes, France 3 Smart Learning Institute, Beijing Normal University, Beijing 100875, China; ahmedtlili@ieee.org (A.T.); huangrh@bnu.edu.cn (R.H.) 4 Distance Education Department, Open Education Faculty, Anadolu University, 26470 Eski¸ sehir, Turkey; arasbozkurt@gmail.com 5 Department of English Studies, College of Human Sciences, University of South Africa (UNISA), Pretoria 0003, South Africa 6 Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006 Logroño, Spain; daniel.burgos@unir.net * Correspondence: mouna.denden91@gmail.com Abstract: Technology acceptance is essential for technology success. However, individual users are known to differ in their tendency to adopt and interact with new technologies. Among the individual differences, personality has been shown to be a predictor of users’ beliefs about technology acceptance. Gamification, on the other hand, has been shown to be a good solution to improve students’ motivation and engagement while learning. Despite the growing interest in gamification, less research attention has been paid to the effect of personality, specifically based on the Five Factor model (FFM), on gamification acceptance in learning environments. Therefore, this study develops a model to elucidate how personality traits affect students’ acceptance of gamified learning envi- ronments and their continuance intention to use these environments. In particular, the Technology Acceptance Model (TAM) was used to examine the factors affecting students’ intentions to use a gamified learning environment. To test the research hypotheses, eighty-three students participated in this study, where structural equation modeling via Partial Least Squares (PLS) was performed. The obtained results showed that the research model, based on TAM and FFM, provides a comprehensive understanding of the behaviors related to the acceptance and intention to use gamified learning environments, as follows: (1) usefulness is the most influential factor toward intention to use the gamified learning environment; (2) unexpectedly, perceived ease of use has no significant effect on perceived usefulness and behavioral attitudes toward the gamified learning environment; (3) extraver- sion affects students’ perceived ease of use of the gamified learning environment; (4) neuroticism affects students’ perceived usefulness of the gamified learning environment; and, (5) Openness affects students’ behavioral attitudes toward using the gamified learning environment. This study can contribute to the Human–Computer Interaction field by providing researchers and practitioners with insights into how to motivate different students’ personality characteristics to continue using gamified learning environments for each personality trait. Keywords: educational technology; technology acceptance; gamification; personality; learning 1. Introduction Gamification is the use of game design elements, such as points, badges, and leader- boards, in a non-gaming context to improve user engagement and motivation [1]. The idea behind the use of gamification in educational environments is to improve students’ Electronics 2022, 11, 1907. https://doi.org/10.3390/electronics11121907 https://www.mdpi.com/journal/electronics