The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

Abstract

Abstract-Educational video games (EVGs) are becoming a trending topic in education as a new teaching methodology which can help teachers to increase students' attention and engagement during the learning process. Nevertheless, despite an increasing academic interest in EVGs little research has been devoted to delve into teacher's beliefs affecting their attitude towards EVGs and how these beliefs also affect their intention to use EVGs in their courses. Using Keller's ARCS model as a theoretical framework, the role of perceived relevance and attention in teachers' attitude and intention to use EVGs is analyzed. To do so a research model is tested using a sample of 312 Higher Education teachers via structural equation modeling to predict teachers' attitude and behavioral intention to use EVGs in their courses. Results suggest that perceived attention drawn by EVGs is a factor affecting teachers' intentions to use EVGs in their courses. Perceived relevance was not found to affect directly neither attitude nor intention to use while teachers' perceived attention was found to affect teachers' perceived relevance of EVGs. Limitations of the study, implications for managers, and future research lines are addressed at the end of the paper.

Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

“…Ultimately, the key problem regarding DGBL introduction in formal education is related to the perception of technology as a tool rather than a system or set of affordances (Blewett, 2016 , p. 265). Teachers’ intention to use educational games in their courses relies on their perceived usefulness that influences directly and positively teachers’ attitudes (Sánchez-Mena et al, 2017a , b ). Teachers having very well-documented principles from different learning theories could combine the exciting benefits of digital media with a variety of platforms and real-life experiences, gamification techniques and truly learner-focused pedagogies to provide productive, collaborative, creative, meaningful and powerful learning experiences utilising affordable and easy-to-use devices (Fleming, 2013 ; Kaimara, et al, 2019 , 2020 ).…”

“…Consequently, researches regarding teachers’ behavioural intention to use educational games in their courses concluded that perceived usefulness influences directly and positively teachers’ intention while, gender and age were not found to have an impact on teachers’ attitudes (Sánchez-Mena et al, 2017a , 2017b ). Besides the in-service teacher target group, studies have found that most pre-service teachers have access to video game consoles, enjoy video games, and are willing to use them as educational tools in their classrooms, thus extending their teaching skills.…”

Las Competencias Digitales del profesorado universitario y su relación con la aceptación de las TIC en la práctica docente

“…Variable Edad. La edad en el profesorado es una variable moderadora que puede ser buena predictora y determinante al momento de aceptar la tecnología como se indica en algunos estudios (Sánchez et al, 2017;Torres et al, 2017). En este sentido, se determinó la existencia de diferencias significativas entre algunos grupos de docentes por su rango de edad con las dimensiones del Modelo TAM extendido.…”

“…Los datos registrados en este apartado pueden ser considerados para futuros programas de formación para la integración de nuevas herramientas metodológicas y tecnológicas, tomando en cuenta la edad, la Utilidad de Uso y la Facilidad de Uso (Sánchez et al, 2017).…”

“…En el ámbito de la Aceptación de la tecnología en una organización, empresa o institución, la edad de los usuarios es uno de los factores determinantes (Sánchez et al, 2017;Torres et al, 2017). En este sentido, se quisieron identificar las diferencias existentes de acuerdo a la edad del profesorado de universidad en cuanto a la Aceptación de las TIC.…”