Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining the role of teacher workloads in the relationship between teachers’ resources and teacher well-being. The study used data from Taiwanese lower secondary school teachers in the TALIS 2018 survey and conducted a structural equation modeling analysis. The results showed that teacher training preparedness had a direct positive effect on well-being and an indirect effect that was mediated by teaching and student behavior workloads. On the other hand, teachers’ perceived autonomy did not have a direct impact on well-being but was indirectly related to well-being through the teaching workload. Additionally, the study found that teaching and student behavior workloads were negatively associated with well-being. By incorporating workload as a mediator, this study offers new insights into the complex relationship between job demands, resources, and well-being in the teaching profession.

Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.

The positive impact of gamification on student learning has been empirically asserted, and previous studies have identified engagement as crucial for the effects. However, what causal mechanisms render the gamification effects still needs further exploration. We incorporated psychological and social factors to examine how they affect students’ perceived learning through engagement in a mediation model. The flow antecedents (perceived challenge of gamification and skill) and social interaction (peer interaction and social influence) were indicators of psychological and social factors, respectively. A survey was conducted to collect data from 250 college students in Taiwan. The PLC-SEM results indicate that the effects of perceived challenge and peer interaction on student learning were mediated by engagement. In addition, the impact of students’ perceptions of their skills was partially mediated by engagement. Both engagement and social influence exerted a direct effect on student learning. Among the predictors, engagement was the most influential factor for students’ gamified learning and had the highest performance volume. Based on the results, we suggest advancing flow antecedents and social interaction to sustain students’ gamified learning.