Abstract
Educational video games represent an educational change that challenges teachers and managers of Higher Education institutions in several ways including their attitude formation and behavioural intention. Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, our findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games. Limitations of the study and future research lines are also addressed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Innovations in Education and Teaching International
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
