**Appendix 1**

*The Role of Gamification in Software Development Lifecycle*

C.-P. [48], SIN [22, 45, 61, 62, 97] and RCG [44, 45, 49] were predictors of ATT [61]

Previous studies have already tested the influence of social factors on ATT [42], as well as the influence of ATT on CUI and IWOM [104]; however, in this investigation, we used the TPB as the basic theory to test the influence of more social factors, simultaneously, on ATT and CUI and IWOM, based on the use of resources for the teaching of the area of knowledge management. Therefore, we seek to increase theoretical knowledge on this subject and to contribute to a better understanding of the influence of social factors on the continued use of the technology. After a minimum of six hours of use per student, the game used in this empirical study (Accountingame) allowed to test if the already mentioned social factors had direct effects on the attitude and if this dimension had a positive relation with the intention to continue using and recommending the service designed to support the

teaching of Accounting in the context of Portuguese higher education.

tary teaching method for the acquisition of knowledge.

**6. Limitations and future research**

The findings resulting from this research fill the gap in the literature regarding the effects of GBL in Accounting students, demonstrating that these areas of knowledge, like many others, can support the use of resources intended for this

The results of the present study, along with the findings previously achieved by other authors referenced in this study, indicate that the use of GBL has positive effects on attitude to learning, through intervention and because of several dominant social factors. In this regard, the validated hypotheses indicate that it is necessary to continue supporting the use of gamified technologies as a complemen-

Future studies may investigate how social factors interfere with the attitudes of students towards using GBL, among other distinct areas of knowledge, noting that the results in these areas will be close to those obtained in the present investigation. A study to compare the influence of social factors on the attitude towards GBL of students from different countries, in similar study fields, could also be carried out. An attempt to understand how social factors have more impact according to sociodemographic data variables such as gender, age, nationality, academic background, and

We tried to understand how each factor influences HE students to increase the attitude towards using GBL as a complementary learning tool in one of the area of Management (Accounting) and if this construction of a positive attitude towards usage influences future intention to use and intention to recommend the tool to others. We tested if the students' behaviour after using GBL lead to the desire to continue using technology as a standard study tool. The results obtained indicate that the amount of recognition that users receive from others when using the resource directly and significantly affects the attitude towards GBL [57, 59]. Regarding the way other people (colleagues, family, friends) socially influence the use of this type of tools, we have verified that there is a statistically significant cause and effect relationship that corroborates previous research [22, 66, 69]. Concerning the benefits or usefulness resulting from using this type of technological resource, users are satisfied when the services are useful for learning, easy to use, and practical, previous corroborating research [45, 54, 57, 71]. The results also indicate that the ATT towards GBL service is a strong determinant of the CUI related to the future frequent use of the resource [47, 72, 76, 102], and IWOM, which is related to the intentions of recommending and saying positive things about the service

towards using GBL and the influence of ATT in CUI [49] and IWOM [50].

**122**

purpose.

used [50, 84, 103].


*The Role of Gamification in Software Development Lifecycle*
