Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness

Author

Hamari, Juho ; Nousiainen, Tuula

fYear

2015

fDate

5-8 Jan. 2015

Firstpage

682

Lastpage

691

Abstract

This paper investigates how different individual and institutional factors pertaining to ICT readiness influence teachers´ adoption of game-based learning technologies. The data were gathered from Finnish primary, lower secondary and upper secondary school teachers (N=1668) with an online survey. The results indicate that openness towards ICT, ICT attitude and the ICT compatibility with teaching positively influence the perceived value whereas openness towards ICT, supportive organizational ICT culture, ICT self-efficacy and ICT compatibility with teaching positively influenced the actual use of game-based learning technologies. However, the structural model could explain only little of the variance of the dependent variables indicating that these predictors might not be the most relevant factors in the adoption of game-based learning technologies.

Keywords

computer aided instruction; computer games; human computer interaction; organisational aspects; teaching; ICT attitude; ICT compatibility; ICT openness; ICT self-efficacy; game-based learning technologies; individual ICT readiness; institutional ICT readiness; perceived value; structural model; supportive organizational ICT culture; teaching; Computers; Context; Correlation; Education; Games; Information technology; Reliability; Game-based learning; adoption; e-learning; educational technology; gamification; serious games; technology acceptance;

fLanguage

English

Publisher

ieee

Conference_Titel

System Sciences (HICSS), 2015 48th Hawaii International Conference on

Conference_Location

Kauai, HI

ISSN

1530-1605

Type

conf

DOI

10.1109/HICSS.2015.88

Filename

7069737