Elementary Mathematics Teachers' Acceptance of Instructional Digital Games

• In Event: Elementary Teachers and Coaches' Experiences of Opportunities to Learn

Abstract

Teachers’ attitudes and beliefs play a role in the integration of classroom digital games and thus the transformative potential of game-based learning. Extending the Technology Acceptance Model (TAM), this study examines elementary teachers’ acceptance of an instructional digital game and investigates antecedents to their intention to use the game to teach mathematics. Using survey data from 304 teachers, the findings confirm associations within the model, including direct links from attitudes and environmental support towards intentions to use the digital game, and indirect links from perceived ease of use and usefulness. The results also support two distinct intention variables with different orientations: game- and mathematics-driven intention. Implications for acceptance theories and teaching practices to use digital games are discussed.

Authors

• Sheunghyun Yeo, The University of Alabama - Tuscaloosa

• Teomara Rutherford, University of Delaware

• Tye Campbell, Crandall University