Acceptance of game-based learning by secondary school teachers

被引：160

作者：

Bourgonjon, Jeroen ^{[1
]}

De Grove, Frederik ^{[1
]}

De Smet, Cindy ^{[1
,2
]}

Van Looy, Jan ^{[1
]}

Soetaert, Ronald ^{[1
]}

Valcke, Martin ^{[1
]}

机构：

[1] Univ Ghent, B-9000 Ghent, Belgium

[2] Univ Coll Ghent, Ghent, Belgium

来源：

COMPUTERS & EDUCATION | 2013年 / 67卷

关键词：

Game-based learning; Video games; Secondary school teachers; Educational beliefs; TECHNOLOGY ACCEPTANCE; USER ACCEPTANCE; INFORMATION-TECHNOLOGY; COMPUTER-TECHNOLOGY; VIDEO GAMES; CRITICAL MASS; ATTITUDES; PERCEPTIONS; MODEL; EDUCATION;

D O I：

10.1016/j.compedu.2013.02.010

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

The adoption and the effectiveness of game-based learning depend largely on the acceptance by classroom teachers, as they can be considered the true change agents of the schools. Therefore, we need to understand teachers' perceptions and beliefs that underlie their decision-making processes. The present study focuses on the factors that influence the acceptance of commercial video games as learning tools in the classroom. A model for describing the acceptance and predicting the uptake of commercial games by secondary school teachers is suggested. Based on data gathered from 505 teachers, the model is tested and evaluated. The results are then linked to previous research in the domains of technology acceptance and game-based learning. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：21 / 35

页数：15

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