Students’ perceptions about the use of video games in the classroom

Jeroen Bourgonjon; Martin Valcke; Ronald Soetaert; Tammy Schellens

Computers & Education Vol. 54, No. 4 (May 2010) pp. 1145–1156

Video games are often regarded as promising teaching and learning tools for the 21st century. One of the main arguments is that video games are appealing to contemporary students. However, there are indications that video game acceptance cannot be...

Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

Cindy De Smet; Jeroen Bourgonjon; Bram De Wever; Tammy Schellens; Martin Valcke

Computers & Education Vol. 58, No. 2 (February 2012) pp. 688–696

The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and...

Language: English

Parental acceptance of digital game-based learning

Jeroen Bourgonjon; Martin Valcke; Ronald Soetaert; Bram de Wever; Tammy Schellens

Computers & Education Vol. 57, No. 1 (August 2011) pp. 1434–1444

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what...

Language: English

Acceptance of game-based learning by secondary school teachers

Jeroen Bourgonjon; Frederik De Grove; Cindy De Smet; Jan Van Looy; Ronald Soetaert; Martin Valcke

Computers & Education Vol. 67, No. 1 (September 2013) pp. 21–35

The adoption and the effectiveness of game-based learning depend largely on the acceptance by classroom teachers, as they can be considered the true change agents of the schools. Therefore, we need to understand teachers' perceptions and beliefs...

Language: English