Số 225 | Tháng 12/2024
Ý định khởi nghiệp kỹ thuật số: Vai trò của kiến thức kỹ thuật số và trò chơi hóa
Nguyễn Đức Hiếu, Trần Ái Cầm, Nguyễn Viết Bằng, Võ Đức Duy
Tóm tắt:
Nghiên cứu kết hợp mô hình thống nhất về chấp nhận và sử dụng công nghệ (UTAUT) và khung lý thuyết Kích thích - Nhận thức - Phản hồi (S-O-R) để khám phá vai trò của kiến thức kỹ thuật số (KTS) và trò chơi hóa trong việc thúc đẩy ý định khởi nghiệp KTS của sinh viên đại học tại Việt Nam. Dữ liệu được thu thập từ 230 sinh viên đại học thông qua khảo sát trực tuyến. Phân tích dữ liệu được thực hiện bằng phương pháp bình phương tối thiểu từng phần (PLS-SEM) thông qua phần mềm SmartPLS phiên bản 4. Kết quả cho thấy kiến thức KTS có ảnh hưởng tích cực đến kỳ vọng hiệu suất, kỳ vọng nỗ lực, ảnh hưởng xã hội và điều kiện thuận lợi. Tuy nhiên, các yếu tố trong mô hình UTAUT lại không có tác động đến ý định sử dụng trò chơi hóa, ngoại trừ yếu tố ảnh hưởng xã hội. Ngoài ra, ý định sử dụng trò chơi hóa có tác động cùng chiều đến ý định khởi nghiệp KTS của sinh viên. Nghiên cứu khuyến nghị các cơ sở giáo dục nên tăng cường phát triển kiến thức KTS và tích hợp trò chơi hóa vào chương trình giảng dạy để thúc đẩy tinh thần khởi nghiệp KTS của sinh viên.
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Digital Entrepreneurial Intention: Role of Digital Literacy and Gamification
Abstract:
This research combines the Unified Model of Acceptance and Use of Technology (UTAUT) and Stimulus-Organism-Response (S-O-R) framework to explore the role of digital literacy and gamification in promoting digital entrepreneurship intentions among university students in Vietnam. The research combines the Unified Model of Acceptance and Use of Technology (UTAUT) and the Stimulus-Organism-Response (S-O-R) framework for analysis. Data was collected from 230 university students through an online survey. Data analysis was performed using the Partial Least Squares method (PLS-SEM) with SmartPLS software version 4. The results show that digital literacy has a positive influence on performance expectations, effort expectations, social influence, and facilitating conditions. However, the factors in the UTAUT model do not have an impact on the behaviour intention to use gamification, except social influence. Additionally, the results demonstrated that behaviour intention to use gamification positively impacts students' digital entrepreneurship intention. The results of the study recommend that educational institutions should increase digital literacy development and integrate gamification into the curriculum to promote digital entrepreneurship among students.