Abstract

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 that underlie their decision-making processes. The present study focuses on the factors that influence the acceptance of commercial video games as learning tools in the classroom. A model for describing the acceptance and predicting the uptake of commercial games by secondary school teachers is suggested. Based on data gathered from 505 teachers, the model is tested and evaluated. The results are then linked to previous research in the domains of technology acceptance and game-based learning.

Citation

Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R. & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education, 67(1), 21-35. Elsevier Ltd. Retrieved December 8, 2019 from https://www.learntechlib.org/p/201329/.

Keywords

• Educational beliefs
• game-based learning
• Secondary School Teachers
• video games