Determinants of Intention to Adopt Gamified Moodle in LIS Education: Evidence from Federal Universities in North Central Nigeria

Digital transformation is reshaping higher education through the integration of emerging technologies into teaching and learning processes. In Library and Information Science (LIS) education, gamified learning management systems such as Moodle are increasingly recognised for enhancing student engagement and active learning. However, adoption in Nigeria remains constrained by inadequate infrastructure, limited digital competencies, and insufficient evidence on students’ readiness and intention to adopt such systems. This study examined the readiness, willingness, and intention of LIS students in Federal Universities in North Central Nigeria to adopt gamified Moodle and investigated the relationship between readiness and intention. A quantitative descriptive survey design was adopted with a population of 639 final-year LIS students. Using Yamane’s formula, a sample size of 246 was selected, while 152 valid responses were retrieved, representing a 61.8% response rate. Data were collected using a validated questionnaire and analysed with descriptive statistics and Pearson correlation in SPSS. Findings revealed high readiness and willingness to adopt gamified Moodle, alongside a strong intention to use the platform. Perceived usefulness emerged as a major determinant of adoption, while digital skills, infrastructure, and training significantly influenced behavioural intention. A strong positive relationship was found between readiness and intention (r = 0.620, p 0.001). The study concludes that successful adoption depends on strengthened institutional support, improved digital infrastructure, and enhanced digital competencies, and recommends continuous capacity building and increased investment in digital infrastructure for sustainable integration in LIS education.