ERIC Number: EJ1429753
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-9284
EISSN: EISSN-1468-4489
Acceptance of Digital Game-Based Learning by Accounting and Business Lecturers: Empirical Evidence from Indonesia Based on the Extended Technology Acceptance Model
Accounting Education, v33 n4 p391-413 2024
Although digital game-based learning (DGBL) has the potential to enhance learning motivation and complex cognitive skills of students, its adoption and effectiveness are heavily dependent on lecturers' acceptance. Comprehending lecturers' perceptions and beliefs underlying their decision-making processes is therefore significant. This study examines factors determining the intention of accounting and business lecturers in Indonesia to use digital games in their courses using an extended Technology Acceptance Model (TAM). Based on data collected from 258 lecturers, the research model is analyzed using PLS-SEM approach. The results show that the proposed model can explain 52.4% of the variance in accounting and business lecturers' behavioral intention to use digital games in class. Particularly, both perceived ease of use and usefulness are the factors significantly determining lecturers' intention. However, DGBL frequency negatively moderates the positive effect of perceived ease of use on lecturers' intention.
Descriptors: Foreign Countries, Business Education, Higher Education, Teacher Attitudes, Game Based Learning, Gamification, Video Games, Technology Uses in Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A