O Modelo de Aceitação de Tecnologia (TAM) aplicado a Jogos Digitais e Gamificação: Um Mapeamento Sistemático da Literatura
Resumo
Introdução: O Modelo de Aceitação de Tecnologia (TAM) é amplamente utilizado para investigar fatores que influenciam a adoção de sistemas tecnológicos. Objetivo: Este trabalho apresenta os resultados de um Mapeamento Sistemático da Literatura para analisar como o TAM e seus derivados vêm sendo utilizados no contexto de jogos digitais e sistemas gamificados. Metodologia: Foram analisados 1000 artigos recuperados por meio de busca estruturada na plataforma Google Scholar, aplicando critérios de inclusão e exclusão, resultando em 237 artigos selecionados. Resultados: Observou-se maior ocorrência de estudos de aceitação de tecnologia em contextos educacionais, preferência por versões estendidas do modelo TAM e inclusão de variáveis de cunho hedônico, como Prazer Percebido. Verificou-se também uma concentração de estudos realizados na Ásia e uma necessidade de mais estudos em outras regiões, incluindo o Brasil.
Palavras-chave:
Aceitação de Tecnologia, TAM, Mapeamento Sistemático de Literatura, Jogos, Gamificação
Referências
Alwahoub, H. M. e Latiff Azmi, M. N. (2024). Self-regulated mobile learning impact on students’ technology acceptance in saudi arabia: Quizlet as a tool. Pakistan Journal of Life & Social Sciences, 22(2).
Bayır, T. e Akel, G. (2024). Gamification in mobile shopping applications: A review in terms of technology acceptance model. Multimedia Tools and Applications, 83(16):47247–47268.
Cahyanti, A. D., Hermanto, F., Brillian, R., Atmojo, J., Utami, T., e Maulida, S. (2025). Technology acceptance model on pedagogical skills: the moderating role of android game addiction. Journal of Theoretical and Applied Information Technology, 103(12).
Chagas-Júnior, J., Amora, S., Rodrigues, L., e Queiroz, P. (2023). Solucione.me: um sistema responsivo baseado em gamificação para auxiliar o processo de ensino-aprendizagem, apoiado no enade. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 707–717, Porto Alegre, RS, Brasil. SBC.
Chen, H., Rong, W., Ma, X., Qu, Y., e Xiong, Z. (2017). An extended technology acceptance model for mobile social gaming service popularity analysis. Mobile Information Systems, 2017(1):3906953.
Choe, P. e Schumacher, D. (2015). Influence of different types of vibrations on technical acceptance of a mobile game aiming for hedonic satisfaction. International Journal of Human–Computer Interaction, 31(1):33–43.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3):319–340.
Davis, F. D. e Granić, A. (2024). The Technology Acceptance Model: 30 Years of TAM. Springer.
Dermeval, D., Coelho, J. A. d. M., e Bittencourt, I. I. (2020). Mapeamento sistemático e revisão sistemática da literatura em informática na educação. JAQUES, Patrícia Augustin; SIQUEIRA; Sean; BITTENCOURT, Ig; PIMENTEL, Mariano.(Org.) Metodologia de Pesquisa Científica em Informática na Educação: Abordagem Quantitativa. Porto Alegre: SBC. Disponível em: [link]. Acesso em: 15 jul. 2025.
Deterding, S., Dixon, D., Khaled, R., e Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference, pages 9–15.
Din, S. e Ramli, M. M. (2023). Ramadan spirit: A digital game incorporating malaysian culture to teach malaysian muslim children the islamic essence of ramadan. In 2023 17th International Conference on Ubiquitous Information Management and Communication (IMCOM), pages 1–8.
Entertainment Software Association (2025). Annual esa study reveals video games’ universal appeal across generations. Press release.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York.
Guimarães, A. B. C., Ruas, R. L., Kawaguchi, P. M., e Gomes, G. R. S. (2024). Jogos sérios como ferramentas para desenvolver soft skills, com base em revisão sistemática da literatura. In Anais do XII SINGEP-CIK – UNINOVE, São Paulo, SP, Brasil.
Hamari, J., Koivisto, J., e Sarsa, H. (2014). Does gamification work? – a literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, pages 3025–3034.
Hastuti, J., Honeyta, P., e Chan, S. (2022). Effect of gamification principles and perceived ease of use of gamification in mobile devices on customer engagement and flow state to increase mobile shopping loyalty of shopee marketplace users. 8:2667–2674.
Hsu, C.-L. e Lu, H.-P. (2004). Why do people play on-line games? an extended tam with social influences and flow experience. Information & management, 41(7):853–868.
Huang, Y.-M. (2019). Exploring students’ acceptance of educational computer games from the perspective of learning strategy. Australasian Journal of Educational Technology, 35(3).
Hurmuz, M. Z., Jansen-Kosterink, S. M., Hermens, H. J., e van Velsen, L. (2022). Game not over: Explaining older adults’ use and intention to continue using a gamified ehealth service. Health Informatics Journal, 28(2):14604582221106008. PMID: 35653268.
Jan, J., Alshare, K. A., e Lane, P. L. (2024). Hofstede’s cultural dimensions in technology acceptance models: a meta-analysis. Universal Access in the Information Society, 23(2):717–741.
Juul, J. (2011). Half-real: Video games between real rules and fictional worlds. MIT press.
Kalana, M. H. A. e Junaini, S. N. (2025). Gamification and technology acceptance model: a systematic review and future research directions. Journal of Education and Learning (EduLearn), 19(3):1606–1614.
King, W. R. e He, J. (2006). A meta-analysis of the technology acceptance model. Information & management, 43(6):740–755.
Lee, J. W. Y., Tan, J. Y., e Bello, F. (2016). Investigating gameplay intention of the elderly using an extended technology acceptance model (etam). Technological Forecasting and Social Change.
Lee, J. W. Y., Tan, J. Y., e Bello, F. (2025). Technology acceptance model in medical education: systematic review. JMIR Medical Education, 11(1):e67873.
Lim, W. M., Das, M., Sharma, W., Verma, A., e Kumra, R. (2021). Engaging shoppers through mobile apps: the role of gamification. International Journal of Retail Distribution Management.
Malaquias, R. F., Malaquias, F. F., e Hwang, Y. (2018). Understanding technology acceptance features in learning through a serious game. Computers in Human Behavior, 87:395–402.
Marangunić, N. e Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal access in the information society, 14(1):81–95.
Martí-Parreño, J., Méndez-Ibáñez, E., e Alonso-Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of Computer Assisted Learning, 32(6):663–676.
Mäyrä, F. (2008). An introduction to game studies. Sage.
Mora, A., Riera, D., Gonzalez, C., e Arnedo-Moreno, J. (2015). A literature review of gamification design frameworks. In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), pages 1–8. IEEE.
Munday, P. (2016). The case for using duolingo as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1):83–101.
Mustafa, A. S. e Garcia, M. B. (2021). Theories integrated with technology acceptance model (tam) in online learning acceptance and continuance intention: A systematic review. In 2021 1st Conference on Online Teaching for Mobile Education (OT4ME). IEEE.
Putri, E. A. e Zulherman, Z. (2022). The use of wordwall application towards elementary school students acceptance: Extension tam model. AL-ISHLAH: Jurnal Pendidikan, 14(4):5557–5572.
Rafdinal, W. e Qisthi, A. (2019). In-game factors and technology acceptance factors in increasing intention to play online game. In Proceedings of Tourism Development Centre International Conference, Tourism Development Centre International Conference (TDCIC) October, pages 281–296.
Salen, K. e Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. MIT Press, Cambridge, MA.
Shiue, Y.-M., Hsu, Y.-C., e Liang, Y.-C. (2017). Modeling the continuance usage intention of game-based learning in the context of collaborative learning. In 2017 International Conference on Applied System Innovation (ICASI), pages 1106–1109.
Straub, D., Keil, M., e Brenner, W. (1997). Testing the technology acceptance model across cultures: A three country study. Information Management, 33(1):1–11.
Tamrin, M., Latip, S., Latip, M. S. A., Royali, S. A., Harun, N. A., e Bogal, N. (2022). Students’ acceptance of gamification in education: The moderating effect of gender in malaysia. International Journal of Academic Research in Business and Social Sciences, 12(8):1847–1860.
van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4):695–704.
Venkatesh, V. e Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2):273–315.
Venkatesh, V. e Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2):186–204.
Venkatesh, V., Morris, M. G., Davis, G. B., e Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3):425–478.
Wan, K., King, V., e Chan, K. (2021). Examining essential flow antecedents to promote students’ self-regulated learning and acceptance of use in a game-based learning classroom. Electronic Journal of e-Learning, 19(6):pp531–547.
Wang, J. (2023). Predictors of flow experience and knowledge acquisition in a stem game. International Journal of Serious Games, 10(3):67–82.
Wang, X. e Goh, D. H. L. (2017). Video game acceptance: A meta-analysis of the extended technology acceptance model. Cyberpsychology, Behavior, and Social Networking, 20(11):662–671.
Wu, J.-H. e Wang, S.-C. (2005). What drives mobile commerce?: An empirical evaluation of the revised technology acceptance model. Information & management, 42(5):719–729.
Yang, H.-L. e Lin, R.-X. (2019). Why do people continue to play mobile game apps? a perspective of individual motivation, social factor and gaming factor. Journal of Internet Technology, 20(6):1925–1936.
Yousafzai, S. Y., Foxall, G. R., e Pallister, J. G. (2007). Technology acceptance: a meta-analysis of the tam: Part 1. Journal of Modelling in Management, 2(3):251–280.
Zhan, Y., Qiu, Z., Li, X., e Zhao, Z. (2024). Ease of use or fun perception? factors affecting retention of newly registered mobile game players based on flow theory and the technology acceptance model. Journal of Internet Technology, 25(4):497–505.
Zhang, Y. e Pan, W. (2025). A utaut2 model expansion: Investigating the effect of interactive learning environment and gamification on duolingo user base in china. International Journal of Human–Computer Interaction, 41(15):9518–9532.
Bayır, T. e Akel, G. (2024). Gamification in mobile shopping applications: A review in terms of technology acceptance model. Multimedia Tools and Applications, 83(16):47247–47268.
Cahyanti, A. D., Hermanto, F., Brillian, R., Atmojo, J., Utami, T., e Maulida, S. (2025). Technology acceptance model on pedagogical skills: the moderating role of android game addiction. Journal of Theoretical and Applied Information Technology, 103(12).
Chagas-Júnior, J., Amora, S., Rodrigues, L., e Queiroz, P. (2023). Solucione.me: um sistema responsivo baseado em gamificação para auxiliar o processo de ensino-aprendizagem, apoiado no enade. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 707–717, Porto Alegre, RS, Brasil. SBC.
Chen, H., Rong, W., Ma, X., Qu, Y., e Xiong, Z. (2017). An extended technology acceptance model for mobile social gaming service popularity analysis. Mobile Information Systems, 2017(1):3906953.
Choe, P. e Schumacher, D. (2015). Influence of different types of vibrations on technical acceptance of a mobile game aiming for hedonic satisfaction. International Journal of Human–Computer Interaction, 31(1):33–43.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3):319–340.
Davis, F. D. e Granić, A. (2024). The Technology Acceptance Model: 30 Years of TAM. Springer.
Dermeval, D., Coelho, J. A. d. M., e Bittencourt, I. I. (2020). Mapeamento sistemático e revisão sistemática da literatura em informática na educação. JAQUES, Patrícia Augustin; SIQUEIRA; Sean; BITTENCOURT, Ig; PIMENTEL, Mariano.(Org.) Metodologia de Pesquisa Científica em Informática na Educação: Abordagem Quantitativa. Porto Alegre: SBC. Disponível em: [link]. Acesso em: 15 jul. 2025.
Deterding, S., Dixon, D., Khaled, R., e Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference, pages 9–15.
Din, S. e Ramli, M. M. (2023). Ramadan spirit: A digital game incorporating malaysian culture to teach malaysian muslim children the islamic essence of ramadan. In 2023 17th International Conference on Ubiquitous Information Management and Communication (IMCOM), pages 1–8.
Entertainment Software Association (2025). Annual esa study reveals video games’ universal appeal across generations. Press release.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York.
Guimarães, A. B. C., Ruas, R. L., Kawaguchi, P. M., e Gomes, G. R. S. (2024). Jogos sérios como ferramentas para desenvolver soft skills, com base em revisão sistemática da literatura. In Anais do XII SINGEP-CIK – UNINOVE, São Paulo, SP, Brasil.
Hamari, J., Koivisto, J., e Sarsa, H. (2014). Does gamification work? – a literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, pages 3025–3034.
Hastuti, J., Honeyta, P., e Chan, S. (2022). Effect of gamification principles and perceived ease of use of gamification in mobile devices on customer engagement and flow state to increase mobile shopping loyalty of shopee marketplace users. 8:2667–2674.
Hsu, C.-L. e Lu, H.-P. (2004). Why do people play on-line games? an extended tam with social influences and flow experience. Information & management, 41(7):853–868.
Huang, Y.-M. (2019). Exploring students’ acceptance of educational computer games from the perspective of learning strategy. Australasian Journal of Educational Technology, 35(3).
Hurmuz, M. Z., Jansen-Kosterink, S. M., Hermens, H. J., e van Velsen, L. (2022). Game not over: Explaining older adults’ use and intention to continue using a gamified ehealth service. Health Informatics Journal, 28(2):14604582221106008. PMID: 35653268.
Jan, J., Alshare, K. A., e Lane, P. L. (2024). Hofstede’s cultural dimensions in technology acceptance models: a meta-analysis. Universal Access in the Information Society, 23(2):717–741.
Juul, J. (2011). Half-real: Video games between real rules and fictional worlds. MIT press.
Kalana, M. H. A. e Junaini, S. N. (2025). Gamification and technology acceptance model: a systematic review and future research directions. Journal of Education and Learning (EduLearn), 19(3):1606–1614.
King, W. R. e He, J. (2006). A meta-analysis of the technology acceptance model. Information & management, 43(6):740–755.
Lee, J. W. Y., Tan, J. Y., e Bello, F. (2016). Investigating gameplay intention of the elderly using an extended technology acceptance model (etam). Technological Forecasting and Social Change.
Lee, J. W. Y., Tan, J. Y., e Bello, F. (2025). Technology acceptance model in medical education: systematic review. JMIR Medical Education, 11(1):e67873.
Lim, W. M., Das, M., Sharma, W., Verma, A., e Kumra, R. (2021). Engaging shoppers through mobile apps: the role of gamification. International Journal of Retail Distribution Management.
Malaquias, R. F., Malaquias, F. F., e Hwang, Y. (2018). Understanding technology acceptance features in learning through a serious game. Computers in Human Behavior, 87:395–402.
Marangunić, N. e Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal access in the information society, 14(1):81–95.
Martí-Parreño, J., Méndez-Ibáñez, E., e Alonso-Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of Computer Assisted Learning, 32(6):663–676.
Mäyrä, F. (2008). An introduction to game studies. Sage.
Mora, A., Riera, D., Gonzalez, C., e Arnedo-Moreno, J. (2015). A literature review of gamification design frameworks. In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), pages 1–8. IEEE.
Munday, P. (2016). The case for using duolingo as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1):83–101.
Mustafa, A. S. e Garcia, M. B. (2021). Theories integrated with technology acceptance model (tam) in online learning acceptance and continuance intention: A systematic review. In 2021 1st Conference on Online Teaching for Mobile Education (OT4ME). IEEE.
Putri, E. A. e Zulherman, Z. (2022). The use of wordwall application towards elementary school students acceptance: Extension tam model. AL-ISHLAH: Jurnal Pendidikan, 14(4):5557–5572.
Rafdinal, W. e Qisthi, A. (2019). In-game factors and technology acceptance factors in increasing intention to play online game. In Proceedings of Tourism Development Centre International Conference, Tourism Development Centre International Conference (TDCIC) October, pages 281–296.
Salen, K. e Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. MIT Press, Cambridge, MA.
Shiue, Y.-M., Hsu, Y.-C., e Liang, Y.-C. (2017). Modeling the continuance usage intention of game-based learning in the context of collaborative learning. In 2017 International Conference on Applied System Innovation (ICASI), pages 1106–1109.
Straub, D., Keil, M., e Brenner, W. (1997). Testing the technology acceptance model across cultures: A three country study. Information Management, 33(1):1–11.
Tamrin, M., Latip, S., Latip, M. S. A., Royali, S. A., Harun, N. A., e Bogal, N. (2022). Students’ acceptance of gamification in education: The moderating effect of gender in malaysia. International Journal of Academic Research in Business and Social Sciences, 12(8):1847–1860.
van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28(4):695–704.
Venkatesh, V. e Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2):273–315.
Venkatesh, V. e Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2):186–204.
Venkatesh, V., Morris, M. G., Davis, G. B., e Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3):425–478.
Wan, K., King, V., e Chan, K. (2021). Examining essential flow antecedents to promote students’ self-regulated learning and acceptance of use in a game-based learning classroom. Electronic Journal of e-Learning, 19(6):pp531–547.
Wang, J. (2023). Predictors of flow experience and knowledge acquisition in a stem game. International Journal of Serious Games, 10(3):67–82.
Wang, X. e Goh, D. H. L. (2017). Video game acceptance: A meta-analysis of the extended technology acceptance model. Cyberpsychology, Behavior, and Social Networking, 20(11):662–671.
Wu, J.-H. e Wang, S.-C. (2005). What drives mobile commerce?: An empirical evaluation of the revised technology acceptance model. Information & management, 42(5):719–729.
Yang, H.-L. e Lin, R.-X. (2019). Why do people continue to play mobile game apps? a perspective of individual motivation, social factor and gaming factor. Journal of Internet Technology, 20(6):1925–1936.
Yousafzai, S. Y., Foxall, G. R., e Pallister, J. G. (2007). Technology acceptance: a meta-analysis of the tam: Part 1. Journal of Modelling in Management, 2(3):251–280.
Zhan, Y., Qiu, Z., Li, X., e Zhao, Z. (2024). Ease of use or fun perception? factors affecting retention of newly registered mobile game players based on flow theory and the technology acceptance model. Journal of Internet Technology, 25(4):497–505.
Zhang, Y. e Pan, W. (2025). A utaut2 model expansion: Investigating the effect of interactive learning environment and gamification on duolingo user base in china. International Journal of Human–Computer Interaction, 41(15):9518–9532.
Publicado
29/09/2026
Como Citar
COSTA, Raphael R. D.; LOSCHI, Ronan; SONG, Mark Alan Junho; ISHITANI, Lucila.
O Modelo de Aceitação de Tecnologia (TAM) aplicado a Jogos Digitais e Gamificação: Um Mapeamento Sistemático da Literatura. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1140-1153.
DOI: https://doi.org/10.5753/sbgames.2026.23225.
