Impact of anxiety on students' behavioural intention to use business simulation games

Abstract

The use of business simulation games in education is increasing as it allows students to apply theoretical concepts. It encourages critical skills for Information Systems students such as problem-solving, critical thinking and creativity. However, there may be a steep learning curve for students with limited skills and experience. The steep learning curve may lead to anxiety. This research used positivism and added anxiety as a variable to the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Quantitative data were collected from 224 third-year Information Systems students via an online survey. Data were analysed using Partial Least Squares (PLS) Structured Equation Modelling. This research produced unexpected results, as effort expectancy and facilitating conditions did not influence behavioural intention. The influence of anxiety was also not negative. These findings are contrary to the literature. Debriefing, tutor support and training videos may also have reduced the initial anxiety experience, and this may influence the future usage of business simulation games.