RT Journal Article
JF 2015 48th Hawaii International Conference on System Sciences (HICSS)
YR 2015
VO 00
IS
SP 682
TI Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness
A1 Juho Hamari,
A1 Tuula Nousiainen,
K1 Games
K1 Education
K1 Computers
K1 Context
K1 Information technology
K1 Reliability
K1 Correlation
K1 adoption
K1 Game-based learning
K1 gamification
K1 serious games
K1 educational technology
K1 e-learning
K1 technology acceptance
AB 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.
PB IEEE Computer Society, [URL:http://www.computer.org]
SN 1530-1605
LA English
DO 10.1109/HICSS.2015.88
LK http://doi.ieeecomputersociety.org/10.1109/HICSS.2015.88