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

Bourgonjon, Jeroen; Valcke, Martin; Soetaert, Ronald

doi:10.1016/j.compedu.2009.10.022

Cited by 387 publications

(230 citation statements)

References 43 publications

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“…Table 1 shows some of the previous research that used the TAM model and its links with some related constructs. (Bourgonjon, Valcke, Soetaert & Schellens, 2009) Gender, gaming experience, learning opportunity Virtual reality in clinical (Bertrand & Bouchard, 2008) External control, computer anxiety, intrinsic motivation Virtual learning environment (Van Raaij & Schepers, 2006) Personal innovativeness, computer anxiety Program LEGO robot (Chesney, 2006) Perceived enjoyment Online games (Hsu & Lu, 2004) Flow, social, critical mass Email notification interface agents (Serenko, 2008) Personal innovativeness, perceived enjoyment (Nilsson & Johansson, 2008). Furthermore, MR systems are expensive to design and develop.…”

Section: Technology Acceptancementioning

confidence: 99%

Evaluation of user acceptance of mixed reality technology

Yusoff¹,

Zaman²,

Ahmad³

2011

AJET

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This study investigates users' perception and acceptance of mixed reality (MR) technology. Acceptance of new information technologies has been important research area since 1990s. It is important to understand the reasons why people accept information technologies, as this can help to improve design, evaluation and prediction how users will respond to a new technology. MR is one of the potential technologies that has gained attention in recent time, offering a unique environment as it combines real and virtual objects, interactive in real time and registered in three dimensions. This paper discusses a study into users' acceptance of a mixed reality prototype, named Mixed Reality Regenerative Concept (MRRC). MRRC was developed using mixed reality technology to provide Biomedical Science students with exposure to regenerative concepts and tissue engineering processes. MRRC integrates situated learning as the model of instruction, emphasising authentic context and activities. Volunteer sampling was used in this study to obtain 63 participants comprising 2nd, 3rd and 4th year Biomedical Science students in two public universities in Malaysia, who had not previously experienced mixed reality technology. In this study, the constructs used to determine acceptance of mixed reality technology were personal innovativeness (PI), perceived enjoyment (PE), perceived ease of use (PEOU), perceived usefulness (PU), and intention to use (ITU). Results from simple correlation analyses showed positive linear correlations between the constructs. However, findings from regression analysis suggested that perceived usefulness was the most important factor determining users' intention to use this technology in the future. Findings from this study also suggested that tertiary level science students showed a high willingness to use mixed reality technology in the future.

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Section: Technology Acceptancementioning

confidence: 99%

Evaluation of user acceptance of mixed reality technology

Yusoff¹,

Zaman²,

Ahmad³

2011

AJET

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“…Several studies have reported the effectiveness of educational computer games in enhancing the learning interest of students, and even increase their motivation (Hwang et al 2012). In comparison with traditional instructions or conventional technology-enhanced learning, digital game-based learning is able to provide a more interesting and challenging learning environment for acquiring knowledge (Bourgonjon et al 2010;Gerber and Scott 2011;Hwang et al 2012;Hwang et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Transforming the classrooms: innovative digital game-based learning designs and applications

Chen

Hwang

2014

Education Tech Research Dev

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“…Although fun is an important element of video games, teachers need to move beyond this and seek to make explicit to the students the advantages of the use of video games for learning outcomes (Bourgonjon et al, 2010). Lim (2001) calls for a shift towards new teaching and learning practices that include technology.…”

Section: The Role Of the Teachersmentioning

confidence: 99%

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

Mifsud

Vella

Camilleri

2013

Research in Education

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The first part of this study shows that there is increased support for using video games in the classroom from different stakeholders, namely students, teachers and parents. The potential role that video games can play in the classroom learning process needs to be more well defined. There is a dire need for research work under experimental conditions which measures tangibly the effectiveness of videogame use in classroom learning. The experimental study described here seeks to address this need and focuses on the very important area of literacy attainment. The Experimental Group of students which used the videogame in the classroom obtained significant gains on a number of English as a Second Language items when compared to the other group of students which followed their regular programme. This study makes a claim for teachers to be supported in their endeavours to harness video games as a teaching and learning tool. However, the role of teachers in this process requires redefinition. It calls also for the concerns of teachers to be addressed if they are to feel they can play a significant role in the adoption of video games in classroom learning.

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

Cited by 387 publications

References 43 publications

Evaluation of user acceptance of mixed reality technology

Evaluation of user acceptance of mixed reality technology

Transforming the classrooms: innovative digital game-based learning designs and applications

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

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