## 3 Research Model and Hypotheses
### Perceived Learning Tasks  
According to self-determination theory (SDT), after fully understanding self-needs and environmental information, people can make decisions driven by intrinsic motivation  
\begin{table}
\begin{tabular}{c c c c} \hline \hline \multirow{2}{*}{**Categories**} & **Related Studied** & \multirow{2}{*}{**Conclusions or Limitations Reached**} & \multirow{2}{*}{**The Progress of This Study**} \\  & [17] & The Technology Acceptance Model (TAM) is proposed & \\  & [18] & “Perceived usefulness” was the most important predictor. & \\ Technology Acceptance Model (TAM) & [19] & “Perceived usefulness” and “perceived ease of use” directly influence people’s attitudes toward new technologies. & \\  & [20, 21, 22] & Due to the different fields of study, other variables are added to TAM (i.e., self-efficacy). & \\  & [24] & TAM is suitable as a theoretical basis for exploring students’ behavioral intentions toward online learning. & \\ \hline  & [25] & Gamification can be seen as a “technology”. Students who participate in gamified e-learning systems have higher levels of learning engagement. & \multirow{2}{*}{The distinction between dynamic and static technology models is considered when constructing the theoretical model.} \\  & [28] & Learning experiences could influence students’ acceptance of video games in the classroom. & \\ \hline  & [10] & Other individual factors such as students’ learning experiences can affect their performance in the gamified classroom. & \\  & & The competitive nature of the game & Due to the existence of individual \\ Gamification in online learning & [11] & mechanics may cause students to experience learning anxiety and thus inhibit their motivation to learn. & \multirow{2}{*}{Due to the existence of individual differences, the same gamified learning activities may have different effects on different students; this paper considers students’ learning styles.} \\  & [26] & Future research will need to include learners from different cultural backgrounds and learning styles. & \\  & [32] & The ability to maintain continuous learning motivation needs to be further studied. & \\ \hline \hline \end{tabular}
\end{table}
Table 1: _Cont._based on three psychological needs: autonomy, competence, and relatedness. [34]. What is more, students' intrinsic motivation is often related to their interest in the learning task in question. It has been suggested that psychological motivation and cognitive problem solving should receive attention from educators and teachers as important factors influencing students' engagement in online learning [35]. Due to the variety of activities and classroom arrangements in online gamified classes, students' perceptions of specific learning tasks may vary according to their learning styles, and such differences may affect students' willingness to participate. Therefore, we believe it is necessary to explore students' perceptions and preferences of learning tasks. As such, this study uses \"perceived learning tasks\" as an external variable to investigate college students' behavioral intention to participate in gamified classrooms. We propose the following hypothesis:  
**Hypothesis 1 (H1):**_Perceived learning tasks have a significant positive influence on students' intention to participate in an online gamified classroom._