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

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Computers & Education Volume 54, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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 taken for granted. In this study, a path model to examine and predict student acceptance of video games is proposed, and empirically tested by involving 858 secondary school students. The results show that students’ preference for using video games in the classroom is affected directly by a number of factors: the perceptions of students regarding the usefulness, ease of use, learning opportunities, and personal experience with video games in general. Gender effects are found as well, but appear to be mediated by experience and ease of use.

Citation

Bourgonjon, J., Valcke, M., Soetaert, R. & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54(4), 1145-1156. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ875206

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