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Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Details

Original languageEnglish
Title of host publicationProceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015
PublisherIEEE COMPUTER SOCIETY PRESS
Pages682-691
Number of pages10
Volume2015-March
ISBN (Electronic)9781479973675
DOIs
Publication statusPublished - 26 Mar 2015
Publication typeA4 Article in a conference publication
Event51th Annual Hawaii International Conference on System Sciences, HICSS 2018 - Hilton Waikoloa Village, Hawaii , Big Island, United States
Duration: 3 Jan 20186 Jan 2018
Conference number: 51

Conference

Conference51th Annual Hawaii International Conference on System Sciences, HICSS 2018
Abbreviated titleHICSS
CountryUnited States
CityBig Island
Period3/01/186/01/18

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.

ASJC Scopus subject areas

Keywords

  • Adoption, E-learning, Educational technology, Game-based learning, Gamification, Serious games, Technology acceptance