'Institute of Electrical and Electronics Engineers (IEEE)'
Abstract
This research to practice paper uses a Technology Acceptance Model (TAM) to explore the factors that affect teachers’ intentions to use digital educational games in the classroom. Research shows that using computers and other digital technologies like digital games is one way to influence young people’s career aspirations and improve their digital literacy. This is particularly important as the world of work is changing and emerging jobs becoming more intensive in their use of digital technologies. In the developing world and in particular Nigeria, there have been calls to improve the digital literacy skills of young people to help them make informed career choices, and fully participate effectively and equally in the digital world. However, many of the computing and digital technology education initiatives have not produced the positive results intended. The lack of awareness, readiness and buy-in of the relevant stakeholders are some of the factors that has been identified as a barrier here. For example, for computing and digital technology-based projects in schools, the success largely depends on the support and attitude of teachers. As one of the major stakeholders in the classroom, teachers need to be consulted in decisions that affect the way they deliver their lessons; especially when novel ideas and approaches that challenge tradition are introduced. It is therefore important to consider their acceptance or otherwise of digital games in the classroom. A Technology Acceptance Model (TAM) was modified to include constructs previously identified by teachers that potentially influence their intention to use digital games in the classroom. The extended TAM was developed into a questionnaire and tested with 220 teachers in Nigeria. Analyses of the results show that syllabus connectedness, perceived usefulness and self-efficacy are significant predictors of the intention of teachers to adoptdigital game-based learning in the classroom. Furthermore, the teachers' demographics including experience of teaching, age and gender all mediated the intention of the teachers to use digital game-based learning. The results and findings present recommendations for school leaders and developers of digital educational games. The practical insights from this are also important here and helpful for guiding the deployment of such games particularly in areas where such technological interventions have not been used before
