How Teachers’ User Experience of Digital Curriculum Resources Impacts Acceptance of Game-Based Learning and Teaching

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Learning Platforms as Agents of Change in Teaching and Learning (Table 24)

Abstract

Digital games can be effective for teaching, but educators need to accept them into classrooms. This study explores how the user experience of a digital curriculum guide for the educational game, “Discovery Tour” influences teachers’ digital self-efficacy for and acceptance of the game. One hundred teachers used the guide, rated its user experience, their digital self-efficacy, and acceptance of the game. Teachers judged the user experience of the curriculum guide as high quality. Mediation analysis indicate that the pragmatic quality of the guide more so than the hedonic quality determines their acceptance of the game, mediated by their digital self-efficacy for game-based teaching. Quality of the resource and educators’ confidence in its use can influence educators’ acceptance of game-based learning.

Authors

• Robin Sharma, McGill University

• Chengyi Tan, McGill University

• Daniel Gomez, McGill University

• Chu Xu, McGill University

• Adam Kenneth Dubé, McGill University