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What influences college students to continue using business simulation games? The Taiwan experience

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Computers & Education Volume 53, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd


Previous studies have pointed out that computer games could improve students’ motivation to learn, but these studies have mostly targeted teachers or students in elementary and secondary education and are without user adoption models. Because business and management institutions in higher education have been increasingly using educational simulation games in recent years, factors influencing the continuing use of business simulation games by higher-education students are worth probing into. This research adopted the technology acceptance model, expectation confirmation theory, and agency theory as its theoretical base. Moreover, learning motivation and classroom climate from the perspective of learning, as well as perceived attractiveness and perceived playfulness from the perspective of playfulness and attractiveness were also added to the final research model. A total of 185 valid student respondents in Taiwan’s higher education who have used business simulation games in their classes participated in the survey. The results show that perceived playfulness and learning performance positively influence students’ satisfaction, which further influence the intention to use computer simulation games. Furthermore, perceived ease of use and perceived attraction play a critical role in determining perceived playfulness. Perceived ease of use was also positively influenced by perceived attraction. The research results on the students’ perspective provide a strong support for the teachers to adopt or continue using computer simulation games in classrooms. However, the agency theory failed to be sustained as a useful tool in motivating students’ learning activities, which is worthy of further research.


Tao, Y.H., Cheng, C.J. & Sun, S.Y. (2009). What influences college students to continue using business simulation games? The Taiwan experience. Computers & Education, 53(3), 929-939. Elsevier Ltd. Retrieved September 19, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

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