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Journal Issue
Volume 15 Issue 4 / Aug 2017  pp281‑366

Editor: Elizabeth Boyle, Thomas Connolly

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Editorial for EJEL Volume 15 Issue 4  pp281‑282

Elizabeth Boyle, Thomas Connolly

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The Effectiveness of the Game‑Based Learning System for the Improvement of American Sign Language using Kinect  pp283‑296

Teerawat Kamnardsiri, Ler-on Hongsit, Pattaraporn Khuwuthyakorn, Noppon Wongta

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An Exploration of the Role of Visual Programming Tools in the Development of Young Children’s Computational Thinking  pp297‑309

Simon P. Rose, M. P. Jacob Habgood, Tim Jay

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Gender and Cultural Differences in Game‑Based Learning Experiences  pp310‑319

Heide Lukosch, Shalini Kurapati, Daan Groen, Alexander Verbraeck

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Exploring the Relation between the Theory of Multiple Intelligences and Games For the Purpose of Player‑Centred Game Design  pp320‑334

Pejman Sajjadi, Joachim Vlieghe, Olga De Troyer

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An Approach to Scoring Collaboration in Online Game Environments  pp335‑342

Claire Scoular, Esther Care, Nafisa Awwal

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Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games  pp343‑354

Peter Mozelius, Andreas Fagerström, Max Söderquist

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The Effect of Age on Teachers’ Intention to Use Educational Video Games: A TAM Approach  pp355‑366

Antonio Sánchez-Mena, José Martí-Parreño, Joaquín Aldás-Manzano

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Abstract

Educational video games (EVGs) are gaining momentum as a means of increasing students’ motivation in their learning process. Nevertheless, teachers might face several barriers that dissuade them from using educational video games in their courses. This study analyses factors affecting teachers´ behavioural intention to use educational video games in their courses using a Technology Acceptance Model (TAM) approach. The research model is tested via structural equation modelling (SEM) on a sample of 312 teachers in Higher Education institutions. Results suggest that perceived usefulness influences in a direct and positive way teachers’ intention to use educational video games. Results also suggest that perceived ease of use indirectly influence intentions through perceived usefulness. Age was found to moderate the effect of teachers’ perceived ease of use on perceived usefulness of EVGs. Regarding managerial implications, our findings highlight the importance of addressing specific Teacher Training Programmes focusing on teachers’ age and perceived usefulness of EVGs in order to encourage teachers to adopting this educational innovation in their courses. Limitations of the study and future research lines are also addressed. 

 

Keywords: Educational Video Games; TAM (Technology Acceptance Model); Higher Education; Behavioural intention; Age

 

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