2,020
Views
26
CrossRef citations to date
0
Altmetric
Article

Teachers’ intention to use educational video games: The moderating role of gender and age

, ORCID Icon &

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. doi:10.1016/0749-5978(91)90020-T
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037/0003-066X.37.2.122
  • Baños, R. M., Cebolla, A., Oliver, E., Alcañiz, M., & Botella, C. (2013). Efficacy and acceptability of an Internet platform to improve the learning of nutritional knowledge in children: The ETIOBE mates. Health Education Research, 28, 234–248.
  • Bonanno, P., & Kommers, P. A. M. (2008). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39, 97–109.
  • Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67, 21–35. doi:10.1016/j.compedu.2013.02.010
  • Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29, 505–517.10.1111/jcal.2013.29.issue-6
  • Brown, S. P., & Stayman, D. M. (1992). Antecedents and consequences of attitude toward the ad: A meta-analysis. Journal of Consumer Research, 19, 34–51. doi:10.1086/209284
  • Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7, 1–8.10.1016/0742-051X(91)90053-R
  • Camilleri, V., Busuttil, L., & Montebello, M. (2011). Social interactive learning in multiplayer games. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious games and edutainment applications (pp. 481–501). London: Springer-Verlag.10.1007/978-1-4471-2161-9
  • Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results. ( Doctoral thesis). Massachusetts Institute of Technology, Cambridge, MA. Retrieved from http://hdl.handle.net/1721.1/15192
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982–1003. doi:10.1287/mnsc.35.8.982
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. New York, NY: Addison-Wesley.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50. doi:10.2307/3151312
  • Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207–219.10.1111/jcal.2013.29.issue-3
  • Goodman, L. A. (1961). Snowball sampling. The Annals of Mathematical Statistics, 32, 148–170.10.1214/aoms/1177705148
  • Goodwyn, A., Adams, A., & Clarke, S. (1997). The great god of the future: The views of current and future English teachers on the place of IT in literacy. English in Education, 31, 54–62. doi:10.1111/j.1754-8845.1997.tb00125.x
  • Hall, D., & Hall, I. M. (1996). Practical social research: Project work in the community. London: Macmillan.10.1007/978-1-349-24739-4
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. doi:10.1016/j.compedu.2014.08.019
  • Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing, 20, 277–319.
  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfieffer.
  • Kenny, R. F., & McDaniel, R. (2011). The role teachers’ expectations and value assessments of video games play in their adopting and integrating them into their classrooms. British Journal of Educational Technology, 42, 197–213. doi:10.1111/j.1467-8535.2009.01007.x
  • Kington, A., Regan, E., Sammons, P., & Day, C. (2012). Effective classroom practice: A mixed-method study of influences and outcomes: A research paper. Journal of Mixed Methods Research, 5, 103–125.
  • Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15, 146–151.
  • Lin, H.-W., & Lin, Y.-L. (2014). Digital educational game value hierarchy from a learners’ perspective. Computers in Human Behavior, 30, 1–12.10.1016/j.chb.2013.07.034
  • Liu, Y., Li, H., & Carlsson, C. (2010). Factors driving the adoption of m-learning: An empirical study. Computers & Education, 55, 1211–1219. doi:10.1016/j.compedu.2010.05.018
  • Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48, 250–267. doi:10.1016/j.compedu.2004.11.007
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York, NY: McGraw Hill.
  • Okazaki, S., & Renda Dos Santos, L. (2012). Understanding e-learning adoption in Brazil: Major determinants and gender effects. The International Review of Research in Open and Distance Learning, 15, 91–106. doi:10.19173/irrodl.v13i4.1266
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.10.3102/00346543062003307
  • Piaget, J. (1962). Play, dreams and imitation in childhood. New York, NY: W.W. Norton.
  • Powell, R. R. (1992). The influence of prior experiences on pedagogical constructs of traditional and nontraditional preservice teachers. Teaching and Teacher Education, 8, 225–238.10.1016/0742-051X(92)90022-U
  • Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
  • Proctor, M., & Marks, Y. (2013). A survey of exemplar teachers’ perceptions, use, and access of computer-based games and technology for classroom instruction. Computers & Education, 62, 171–180. doi:10.1016/j.compedu.2012.10.022
  • Sadler, G. R., Lee, H. C., Lim, R. S. H., & Fullerton, J. (2010). Recruitment of hard-to-reach population subgroups via adaptations of the snowball sampling strategy. Nursing & Health Sciences, 12, 369–374. doi:10.1111/j.1442-2018.2010.00541.x
  • Shah, M., & Foster, A. (2014). Undertaking an ecological approach to advance game-based learning: A case study. Journal of Educational Technology and Society, 17, 29–41.
  • Shimp, T. A., & Kavas, A. (1984). The theory of reasoned action applied to coupon usage. Journal of Consumer Research, 11, 795–809 . Retrieved from http://www.jstor.org/stable/248906910.1086/jcr.1984.11.issue-3
  • Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.10.1111/peps.2011.64.issue-2
  • Taylor, S., & Todd, P. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6, 144–176. doi:10.1287/isre.6.2.144
  • Thillainathan, N., & Leimeister, J. M. (2014, July). Serious game development for educators – A serious game logic and structure modelling language. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 6th International Conference on Education and New Learning Technologies (pp. 1196–1206). Barcelona, Spain: IATED. Retrieved from https://www.alexandria.unisg.ch/233433/1/JML_484.pdf
  • Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. EDUCAUSE review, 41, 16–30.
  • Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. doi:10.1016/j.compedu.2014.11.004
  • Wang, C.-S., & Huang, Y.-M. (2015). Acceptance of cloud services in face-to-face computer-supported collaborative learning: A comparison between single-user mode and multiuser mode. Innovations in Education and Teaching International, 53, 637–648.
  • Warshaw, P. R., & Davis, F. D. (1985). The accuracy of behavioral intention versus behavioral expectation for predicting behavioral goals. The Journal of Psychology, 119, 599–602.10.1080/00223980.1985.9915469
  • Yang, Y. C., & Chang, C. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers and Education, 68, 334–344.10.1016/j.compedu.2013.05.023
  • Yang, J. C., Chien, K. H., & Liu, T. C. (2012). A digital game-based learning system for energy education: An energy conservation pet. The Turkish Online Journal of Educational Technology, 11, 27–37.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.