Acceptance of game-based learning by secondary school teachers
Acceptance of game-based learning by secondary school teachers
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DOI：
10.1016/j.compedu.2013.02.010
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发表时间：
2013-09-01
影响因子：
12
通讯作者：
Valcke, Martin
中科院分区：
文献类型：
--
作者：
Bourgonjon, Jeroen;De Grove, Frederik;Valcke, Martin
游戏学习的采用和有效性在很大程度上取决于课堂教师的接受程度，因为他们可以被认为是学校真正的变革推动者。因此，我们需要了解教师的看法和信念，他们的决策过程的基础。本研究的重点是影响商业电子游戏作为学习工具在课堂上的接受的因素。提出了一个模型来描述接受和预测中学教师对商业游戏的吸收。基于505名教师的数据，该模型进行了测试和评估。然后将结果与先前在技术接受和基于游戏的学习领域的研究联系起来。(C)2013爱思唯尔有限公司保留所有权利。
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.