## 6 Discussion  
According to the obtained results, the main strategic findings of this study are summarized in Table 10, which are fully discussed and analyzed in this section. Figure 3: Technology-Learning Behavior Acceptance Model (T-LBAM). \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Hypothesis** & **Relationship** & **Path Coefficient** & **Confidence Interval** \\ \hline H1 & PLT \(\rightarrow\) INT & 0.129 ** & [0.042, 0.217] \\ H2 & PU \(\rightarrow\) INT & 0.179 ** & [0.130, 0.380] \\ H3 & PU \(\rightarrow\) PLT \(\rightarrow\) INT & 0.087 ** & [0.028, 0.146] \\ H4 & PE \(\rightarrow\) INT & 0.324 ** & [0.212, 0.446] \\ H5a & Vak-LS \(\rightarrow\) INT & 0.015 ** & [0.323, 0.492] \\ H5b & Vak-LS \(\rightarrow\) PLT \(\rightarrow\) INT & 0.039 * & [0.012, 0.072] \\ H5c & Vak-LS \(\rightarrow\) PU \(\rightarrow\) INT & 0.122 ** & [0.402, 0.517] \\ H5d & Vak-LS \(\rightarrow\) PE \(\rightarrow\) INT & 0.202 ** & [0.130, 0.286] \\ H6 & TTTP\(\rightarrow\) INT & \(-\)0.006 N & [\(-\)0.023, 0.011] \\ \hline \hline \end{tabular} Note: * \(p\) \(<\) 0.05; ** \(p\) \(<\) 0.01; *** \(p\) \(<\) 0.001; N: Not significant.  
\end{table} 
Table 9: Results of hypothesis testing. Gamification teaching has not been widely used in the geographic area covered in this study. Understanding students' behavioral intentions to participate in online game-based classrooms can help teachers adjust their existing online classroom arrangements and teaching strategies. Exploring instructional media will enhance students' classroom participation and self-efficacy. Based on the fact that previous studies on gamified instruction usually ignore the individual differences of learners, this study takes students' VAK learning style as an entry point to explore the causal relationship between it and behavioral intention, as well as other factors that influence behavioral intention [52; 53]. Both perceived usefulness (H2) and perceived enjoyment (H4) were found to significantly influence students' behavioral intentions, which is consistent with previous findings [54; 55; 32]. Additionally, we found perceived usefulness and perceived enjoyment as mediating variables between VAK learning style and behavioral intention, both of which were partially mediated (H5c; H5d). Differences in learning styles can indirectly influence willingness to participate in online gamified classes according to perceived usefulness and perceived enjoyment, which suggests that teachers should take advantage of the sensory stimuli brought by game elements in the classroom and fully explore the intrinsic connections of the class content in order to design a rational classroom. Teachers can present abstract theoretical knowledge through a gamified interface, which can not only attract students' attention but also deepen their memory. However, students at the higher education level have developed more mature cognitive abilities and do not limit their perception of the formal arrangements in classes; rather, they relate the learning process to their own goals [56]. Therefore, it may be difficult to design \"higher-order enjoyment\" classroom activities using game elements that are appropriate for students' cognitive development. The focus of teachers' teaching is not only on teaching theoretical knowledge from textbooks, but also on developing students' learning, creative, and problem-solving skills. Hence, how to further stimulate students' intrinsic motivation and curiosity through gamified classrooms will be a question worth thinking about in future online teaching. According to the results of the study, the influence of students' perceived usefulness of the online gamified classroom on their behavioral intentions was mediated by the \"perceived learning task\" (H3). The \"perceived learning tasks\" discussed in this study focus on the organization of the gamification sessions in the online classroom, specifically, the sessions in which students expect gamified learning activities to occur.