## 1 Introduction  
With the development of technology, information technology elements are gradually penetrating various fields, including education. Especially in the context of COVID-19, online teaching is being increasingly widely used in higher education settings. As the learning paradigm shifts, the main challenge for students is the change of the learning environment. For example, most students choose to complete their online courses at home, so they need to overcome the distractions of the physical environment, while less classroom interaction and lower learning motivation are also teaching dilemmas that teachers need to face [1, 2]. To address the challenges that online education represents for teachers and students, some research has suggested that educators should draw their attention to students' ongoing motivation to learn [3]. Whether college students engage in online learning and whether they are willing to learn online are the main focus of current research. In recent years, the forms and platforms of online teaching and learning have diversified step by step, and teachers have been using multimedia technology in the classroom with satisfactory performance. For instance, the use of _Kalhoot!_, an interactive e-learning platform, could increase the enjoyment of online courses, and the friendly competition mechanism presented through its game activities helps to enhance students' learning motivation and engagement [4]. [PERSON]'s study used a mapping analysis to analyze empirical research on the use of gamification in education, which can have a positive learning effect on students [5]. It was shown that affective factors are influenced by personal and environmental sensory experiences, and that online gamified classroom activities can strengthen students' emotional engagement [6]. Integrating gamification into classroom instruction has become an emerging pedagogical tool. [PERSON] et al. [7] analyzed 1164 gamification studies and found that education was the most common theme among them, and that studying how to improve students' motivation to learn was a popular research topic in gamification instructional research. Similarly, [PERSON] et al. [8] analyzed 70 studies related to the field of gamification, indicating that the concept that gamification could enhance learning motivation is a hot topic and that future research needs to focus on evaluating the effects of gamification instruction. Gamification refers to the inclusion of rules containing game elements or having game characteristics in a non-game context. It can be further categorized as game technology, game practice, and game design, with classic game elements including badges, points, and leaderboards [9]. Furthermore, the concept of game-based instruction not only includes actual teaching practices containing game elements but should also be considered as a concrete manifestation of game-based instruction, where game mechanics are combined with complete curriculum design and post-course assessment tools. The application of game-based teaching in the offline classroom has received a lot of attention from scholars. Most studies have used empirical research methods to investigate the effects of gamification on students' classroom performance and motivation, while some studies have used qualitative research interviews to understand teachers' views on online gamification teaching [10; 11]. However, the application of gamification in online education has rarely been considered, and the factors influencing college students' intention to participate in online gamified learning have not been studied. At the same time, as a new tool for online teaching, gamification intervention has strong technical characteristics. In this study, we attempt to address the following questions: Does the acceptance of college students conform to the characteristics of the Technology Acceptance Model (TAM)? How does the dynamic nature of gamification activities differ from the static technology model? Can gamification participation intention be integrated with TAM model?