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This study examines the applicability of Self-Determination Theory (SDT) to explain intention to adopt Lifelong Learning (LLL) of employees and its antecedents (gamification and an organization's online learning readiness). Self-determination and online learning readiness are conceptualized as second-order factors according to their literature supports. The proposed research model is tested using data collected from 255 full-time workers/ employees in Thailand. SEM is applied to evaluate both the measurement model, to measure variables to latent variables, and the structural model, to link latent variables to one another. The results indicate that gamification (game elements) together with an organization's online learning readiness (resource readiness, education readiness, and environment readiness) indirectly influence employees' LLL intention via their self-determination (autonomy, relatedness, competence). Researchers and practitioners could apply the research model and the findings to enhance formal and informal learning of employees online. This study expands the gamification as a pedagogical factor in LLL context and applies e-learning readiness as an institutional factor and self-determination as an individual factor to explain employees' intention to further adopt online learning. Adding external factors i.e. game elements and organizational support could enhance employees' intrinsic motivation affecting their LLL adoption. [ABSTRACT FROM AUTHOR]