Personal, technological, and motivational factors influencing teachers´ attitude towards educational video games

ID: 52485 Type: Full Paper
  1. José Martí-Parreño, Universidad Europea de Valencia, Spain
  2. María José Miquel-Romero, Universitat de València, Spain
  3. Antonio A. Sánchez-Mena, Laureate International Universities, United States

Tuesday, March 27 10:15-10:45 AM Location: Edison A View on map

Presider: Alison Egan, Marino Institute of Education, Ireland

Abstract: Academic literature acknowledges a wide variety of factors influencing teachers’ attitude towards educational video games. In this study, two personal factors (age and gender), two technological factors (perceived usefulness and perceived ease of use) and two motivational factors (attention and perceived relevance) are analyzed in order to delve into factors influencing teachers’ attitude towards educational video games. An exploratory design using fsQCA (fuzzy-set Qualitative Comparative Analysis) as a data analysis technique was used to test equifinality in teachers’ attitude. Structural Equation Modelling (SEM) was used to test causality among the variables. Main results show different configurations of variables influencing teachers’ attitude towards educational video games suggesting that equifinality exists. One main managerial implication for managers in charge of Teacher Training Programs is that customized training programs are needed in order to overcome factors negatively influencing teachers’ attitude towards educational video games.

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