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This study aims to investigate the determinants of cloud computing usage behavior by exploring trust, several trust antecedents, risk perceptions and the direct and mediating relationships of trust and perceived risk on the intention toward the behavior.

An online survey was administered to 1,228 cloud technology users. Using structural equation modeling, a proposed framework of 13 factors that have a direct and indirect influence on the usage behavior was introduced and tested.

It was observed that the intention toward the usage was influenced by trust and performance expectancy. Additionally, trust was affected by perceived accessibility and perceived technical support. The findings provided evidence on the diminished effect of perceived privacy and the insignificance of the mediating relationship of trust and perceived risk on the intention.

The study provides multiple implications for researchers by highlighting the concept of trust in this context and enriching their understanding of the relationship between risk and trust.

The research provides valuable guidelines for service providers toward introducing major concerns and the importance of dependable technical support.

This study contributes to the cloud computing literature by exploring the effect of perceived technical support on the usage and examining the relationship between trust and risk.

In the present era, the achievement of employee Islamic performance has become a significant challenge for organizations. The purpose of the study is to examine the effect of Islamic leadership on employee Islamic performance directly and indirectly by bridging the connections between employees’ Islamic organizational values, Islamic organizational culture, and Islamic work motivation among the employees of Egyptian banks.

The authors used quantitative methods in this study and based its findings on the data received from 312 respondents in response to a questionnaire.

By using SmartPLS 4, this study’s findings demonstrate that Islamic leadership has a positive and significant effect on Islamic organizational values, culture, employee Islamic performance and work motivation. While Islamic organizational values and Islamic organizational culture do not significantly impact employee Islamic performance, Islamic work motivation is a significant predictor of employee Islamic performance. On the one hand, Islamic organizational values and Islamic organizational culture do not mediate the relationship between Islamic leadership and employee Islamic performance. On the other hand, Islamic work motivation is a mediating variable that significantly develops the relationship between Islamic leadership and employee Islamic performance.

The study’s findings support policymakers and human resource management practitioners to develop plans and strategies which enhance the Islamic performance of organizations’ employees. In addition, this study’s findings provide insights for researchers and academicians in developing Islamic leadership within their organizations so that they operate by Islamic values and codes.

Finally, by offering an integrated model of Islamic leadership, Islamic organizational values, Islamic organizational culture and employee Islamic performance, this study’s findings fill the gaps in the context of bank employees in a developing country, namely, Egypt.

This study aims to deploy game elements in an e-learning course on the Moodle platform. One of the greatest challenges of e-learning can be motivating and engaging students in learning. Gamification has been attracting increasing attention as a key underlying aspect of pedagogy that can be used to increase student engagement and motivation in learning.

To investigate student satisfaction and engagement with an e-learning course, here an Information Literacy Skills course, the authors collected data from 104 undergraduate students enrolled on the course in Thailand. In addition, the authors used student interaction data obtained from Moodle to examine whether there were any differences in the frequency of online interaction with the course between the students who performed at an above-average level and those who were below average.

The findings indicated that the students were highly satisfied with the gamification tools in Moodle and they were engaged in the gamified e-learning course. The authors found a significant difference in the frequency of online interaction with the course between the group who performed at an above-average level and the group who were below average.

The findings have important implications for the development of gamification in e-learning.

This paper fulfills an identified need to study how gamification idea can be implemented in e-learning.