Using the Technology Acceptance Model to Examine Teachers' Adoption of Digital Game to Facilitate Instructions: A Study on Elementary School Teachers in Taiwan
|關鍵字:||科技接受模式;遊戲式數位學習;Technology Acceptance Model;Digital Game-Based Learning|
With the rapid development of the Internet technology, digital games have been prevalent in Taiwan's society. Integrating digital games into classrooms has been regarded as an effective method to increase students' learning. Many studies have been conducted to investigate students' learning from digital game-based learning in classrooms, but few studies examined this issue from the perspective of teachers. Using the technology acceptance model as the theoretical frame work, this study examines the factors that affected teachers' adoption of digital game to facilitate instructions in Taiwan elementary schools. Two research methods, intensive interviews and a questionnaire survey, were adopted to collect data for this study. This study first conducted 15 intensive interviews on elementary school teachers and then used the data from intensive interviews to construct the questionnaire for the survey. The questionnaires were distributed to elementary school teachers in Northern Taiwan and 307 valid questionnaires were obtained. The data analysis shows that perceived usefulness positively affected teachers' intention to adopt digital game to facilitate instructions, while perceived ease of use did not. Furthermore, this study found that subjective norms and perceived ease of use positively affected teachers' perceived usefulness, which in turn influenced teachers' intentions to adopt digital game to facilitate instructions.