Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness
Hamari, J., & Nousiainen, T. (2015). Why Do Teachers Use Game-Based Learning Technologies? The Role of Individual and Institutional ICT Readiness. In T. Bui, & R. Sprague, Jr. (Eds.), Proceedings of the 48th Hawaii International Conference on System Sciences (pp. 682-691). IEEE Computer Society. doi:10.1109/HICSS.2015.88
© 2015 IEEE. This is an author's post-print version of an article whose final and definitive form has been published in the conference proceeding by IEEE. Published in this repository with the kind permission of the publisher.
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 selfefficacy 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 gamebased learning technologies.
PublisherIEEE Computer Society
Is part of publicationProceedings of the 48th Hawaii International Conference on System Sciences
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