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 onli...