Abstract
Educators all over the world are scrambling to develop new and more advanced methods of teaching through the use of technology, with the common goal of engaging students in classrooms. Furthermore, the new generation, which grew up with the internet, video games, and online gaming, prefers a technology-infused approach to teaching and learning. They are no longer interested in the traditional method of classroom lectures. Educational games (EG) have also become a hot topic in the academic community. The goal of this paper is to look into the factors that influence students’ acceptance of online education. Based on the literature review’s discussions and arguments, it is possible to conclude that all factors influence students’ acceptance of online EG.
Highlights
Our daily lives have been drastically altered as a result of advancements in technology
Online Educational games (EG) is an alternative method that educators can use in their teaching and learning processes
Earlier studies have shown online EG are user-friendly, fun, and simple to use, which may contribute to students accepting the approach as a substitute for traditional methods of learning (Hsu & Wang, 2018)
Summary
Our daily lives have been drastically altered as a result of advancements in technology. Educators all over the world are scrambling to develop new and more advanced methods of teaching using technology, with the common goal of engaging students in classrooms. Aside from that, the new generation, which grew up with the internet, video and online games, prefers a technology-infused approach to teaching and learning. Educators at all levels – kindergarten, primary, secondary, and tertiary – are attempting to find and implement new approaches to teaching and learning methods to make ODL interactive, fun, and engaging for all. Younger generations are more interested in games that can stimulate their minds in ways that can take their fantasies to the level This is supported by Enfield (2012), who stated that because games can significantly engage players, games should be expanded into learning paradigms and EG should be developed. Students’ acceptance of online EG would pave the way for more traditional EG to be converted to online EG
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