Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness
2015 48th Hawaii International Conference on System Sciences (HICSS) (2015)
Jan. 5, 2015 to Jan. 8, 2015
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/HICSS.2015.88
This paper investigates how different individual and institutional factors pertaining to ICT readiness influence teachers' adoption of game-based learning technologies. The data were gathered from Finnish primary, lower secondary and upper secondary school teachers (N=1668) with an online survey. The results indicate that openness towards ICT, ICT attitude and the ICT compatibility with teaching positively influence the perceived value whereas openness towards ICT, supportive organizational ICT culture, ICT self-efficacy and ICT compatibility with teaching positively influenced the actual use of game-based learning technologies. However, the structural model could explain only little of the variance of the dependent variables indicating that these predictors might not be the most relevant factors in the adoption of game-based learning technologies.
Games, Education, Computers, Context, Information technology, Reliability, Correlation,adoption, Game-based learning, gamification, serious games, educational technology, e-learning, technology acceptance
Juho Hamari, Tuula Nousiainen, "Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness", 2015 48th Hawaii International Conference on System Sciences (HICSS), vol. 00, no. , pp. 682-691, 2015, doi:10.1109/HICSS.2015.88