Teachers' intention to use educational video games: A technology acceptance model approach

Abstract

Educational video games are gaining momentum as a means to increase students' attention on the learning materials but also as a way to engage students in their learning process. Despite the opportunities that educational video games offer to education, previous research found that teachers might experience challenges, fears, and barriers when using technological innovations (e.g. computers) in the classroom. Because educational video games are a technological innovation, teachers might face barriers that dissuade them from using educational video games in their courses. Analysing teachers' drivers and barriers related to the use of educational video games is a key factor related to the failure or success when trying to implement educational video games in the classroom. This study analyses teachers' intention to use educational video games in their courses using a Technology Acceptance Model (TAM) approach. TAM was developed to predict an individual's likelihood to accept a technological innovation and it has been applied in a wide range of technological developments such as mobile phones and social media. In the last years, TAM has also been applied to different educational contexts such as online education and mobile learning. One of the main goals of TAM was to identify the major motivational variables that mediate between system characteristics and the actual use of the system. Using a sample of 312 higher education institutions' teachers, we analyse perceived usefulness and perceived ease of use of educational video games through structural equation modelling to predict teachers' behavioural intentions. Results suggest that perceived usefulness influences in a direct and positive way teachers' intention to use educational video games. Results also suggest that perceived ease of use indirectly influence intentions through perceived usefulness. Regarding managerial implications, our findings highlight the importance of specific teacher training programs about this technological innovation so that teachers realise the usefulness of educational video games rather than focusing on the level of easiness. Limitations of the study and future research lines are also addressed.