Abstract
In order to study the students’ acceptance of educational games in the stage of compulsory education, and to understand the relevant factors that affect their acceptance, the study used self-educated educational games technology acceptance questionnaires as the main tool and surveyed 16,757 students in the compulsory education period from the first to the ninth grade. The results show that students generally have a higher acceptance of the educational games. This acceptance is affected by many factors, including grade level, family location, parental education, time of parents’ accompanying, academic level, and related technical experience all have impact on students’ technical acceptance. However, regression analysis found that students’ acceptance is not enough to predict whether they would actually use educational games, for parents and teachers may play a greater role in it. However, the technical acceptance of students can still be used to predict the effectiveness of use of educational games. In order to understand the rules and mechanism of educational games, researchers should consider the situation of students, parents and teachers comprehensively.
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Jiang, Y., Zhao, Y., He, Y., Jiao, L., Qu, X. (2019). A Study on Acceptance of Educational Games for the Students in the Stage of Compulsory Education. In: Cheung, S., Lee, LK., Simonova, I., Kozel, T., Kwok, LF. (eds) Blended Learning: Educational Innovation for Personalized Learning. ICBL 2019. Lecture Notes in Computer Science(), vol 11546. Springer, Cham. https://doi.org/10.1007/978-3-030-21562-0_26
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