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

Tutkimustuotosvertaisarvioitu

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Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. / Hamari, Juho; Nousiainen, Tuula.

Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015. Vuosikerta 2015-March IEEE COMPUTER SOCIETY PRESS, 2015. s. 682-691 7069737.

Tutkimustuotosvertaisarvioitu

Harvard

Hamari, J & Nousiainen, T 2015, Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. julkaisussa Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015. Vuosikerta. 2015-March, 7069737, IEEE COMPUTER SOCIETY PRESS, Sivut 682-691, Big Island, Yhdysvallat, 3/01/18. https://doi.org/10.1109/HICSS.2015.88

APA

Hamari, J., & Nousiainen, T. (2015). Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. teoksessa Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015 (Vuosikerta 2015-March, Sivut 682-691). [7069737] IEEE COMPUTER SOCIETY PRESS. https://doi.org/10.1109/HICSS.2015.88

Vancouver

Hamari J, Nousiainen T. Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. julkaisussa Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015. Vuosikerta 2015-March. IEEE COMPUTER SOCIETY PRESS. 2015. s. 682-691. 7069737 https://doi.org/10.1109/HICSS.2015.88

Author

Hamari, Juho ; Nousiainen, Tuula. / Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness. Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015. Vuosikerta 2015-March IEEE COMPUTER SOCIETY PRESS, 2015. Sivut 682-691

Bibtex - Lataa

@inproceedings{b7418fcf5d3846f88f16e0ff4148c47d,
title = "Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness",
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 = "Adoption, E-learning, Educational technology, Game-based learning, Gamification, Serious games, Technology acceptance",
author = "Juho Hamari and Tuula Nousiainen",
year = "2015",
month = "3",
day = "26",
doi = "10.1109/HICSS.2015.88",
language = "English",
volume = "2015-March",
pages = "682--691",
booktitle = "Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015",
publisher = "IEEE COMPUTER SOCIETY PRESS",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Why do teachers use game-based learning technologies? The role of individual and institutional ICT readiness

AU - Hamari, Juho

AU - Nousiainen, Tuula

PY - 2015/3/26

Y1 - 2015/3/26

N2 - 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.

AB - 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.

KW - Adoption

KW - E-learning

KW - Educational technology

KW - Game-based learning

KW - Gamification

KW - Serious games

KW - Technology acceptance

UR - http://www.scopus.com/inward/record.url?scp=84944221417&partnerID=8YFLogxK

U2 - 10.1109/HICSS.2015.88

DO - 10.1109/HICSS.2015.88

M3 - Conference contribution

VL - 2015-March

SP - 682

EP - 691

BT - Proceedings of the 48th Annual Hawaii International Conference on System Sciences, HICSS 2015

PB - IEEE COMPUTER SOCIETY PRESS

ER -