Acceptance of a Mobile Application for Circular Economy Learning Through Gamification: A Case Study of University Students in Peru

• Autores: Arévalo Tuesta, José Antonio, Morales Romero, Guillermo, Quispe Andía, Adrián, Trinidad Loli, Nicéforo, León Velarde, César, Arones, Maritza, Aybar Bellido, Irma, Chamorro Atalaya, Omar
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Nacional San Luis Gonzaga de Ica
• Repositorio: UNICA-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.unica.edu.pe:20.500.13028/7428
• Enlace del recurso: https://hdl.handle.net/20.500.13028/7428
• Nivel de acceso: acceso abierto
• Materia: sustainable development goals; quality education; interactive technologies; user adoption; behavioral intention; https://purl.org/pe-repo/ocde/ford#5.03.00

Circular economy learning fosters competencies in sustainable resource management and environmental protection, which have been recognized by the OECD (Organization for Economic Cooperation and Development) to be essential for cross-curricular training and higher education. However, implementing gamification techniques through mobile applications remains challenging, as their effectiveness depends on students’ willingness to adopt them. This study evaluated acceptance of a gamified mobile application for circular economy learning among university students in Peru, analyzing the relationships between the constructs of the Technology Acceptance Model (TAM). A quantitative correlational case study involving 76 students was conducted. The results showed a moderate-to-high acceptance rate of 73.69%, with significant correlations identified between the TAM constructs. This study contributes to closing gaps in empirical evidence on the acceptance of technology for sustainability education in diverse contexts. Future studies should integrate generative artificial intelligence into gamified apps to deliver personalized feedback and employ learning analytics tools for progress tracking, supporting global efforts toward SGD 4 (Quality Education) and SDG 12 (Responsible Production and Consumption) for the transition to circular economies.