Integrating Formative Feedback and the Technology Acceptance Model: Enhancing Student Satisfaction Through Automated Grading in Gamification-Based Digital Learning Environments

The current study addresses the growing need for instant and effective feedback in online higher education to support quality learning access (SDG 4). Although automated grading and gamification are increasingly adopted in digital learning, limited empirical studies have integrated automated grading, formative feedback, gamification, and the Technology Acceptance Model (TAM) within a single framework to explain student satisfaction. This study examines how automated grading systems provide formative feedback and influence student satisfaction in gamification-based digital learning environments. A quantitative approach was employed using data collected from 150 Indonesian university students who had experience using gamified learning platforms with automated grading features. The study integrates TAM and formative feedback theory and analyzes the data using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that formative feedback significantly influences perceived ease of use (β = 0.822) and perceived usefulness (β = 0.438), while attitude toward use strongly predicts behavioral intention (β = 0.837), which subsequently affects student satisfaction (β = 0.802). The model explains 64.3% of the variance in student satisfaction (R² = 0.643). Theoretically, this study extends TAM by incorporating formative feedback as a pedagogical construct within gamification-based automated grading systems. The findings indicate that feedback quality and timeliness play important roles in shaping students’ perceptions, technology acceptance, and satisfaction. Practically, higher education institutions should prioritize automated grading systems that provide immediate and meaningful feedback to improve student engagement and digital learning experiences.