Higher education instructors' intention to use educational video games: an fsQCA approach

Roderic Mòbil

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Higher education instructors' intention to use educational video games: an fsQCA approach

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dc.contributor.author Sanchez-Mena, Antonio
dc.contributor.author Marti-Parreño, Jose
dc.contributor.author Miquel-Romero, Maria-Jose
dc.date.accessioned 2020-07-22T08:20:45Z
dc.date.available 2020-07-22T08:20:45Z
dc.date.issued 2019
dc.identifier.uri https://hdl.handle.net/10550/75279
dc.description.abstract Educational video games (EVGs) offer instructors a myriad of opportunities to motivate and engage students in the learning process. Nevertheless, instructors can be influenced by barriers that prevent them from using EVGs in their courses (e.g. lack of expertise with EVGs). Instructors can also be influenced by different drivers that might increase their intention to use EVGs. This research analyses the effects of four variables (perceived usefulness, perceived ease of use, attention, and relevance) as factors contributing or preventing the use of EVGs by instructors serving in Higher Education institutions. Data of 170 instructors, who were surveyed through an online questionnaire using a snowball sampling, is analysed via fuzzy-set Qualitative Comparative Analysis (fsQCA). Main results suggest that perceived usefulness and perceived ease of use of EVGs are sufficient conditions for Higher Education instructors to show behavioural intention to use EVGs in their courses. Results also suggest that both instructors' perceived capacity of EVGs to attract students' attention and perceived relevance of EVGs affect instructors' behavioural intention. Managerial implications for Instructor Training Programmes (ITP), limitations of the study, and future research lines are also addressed.
dc.language.iso eng
dc.relation.ispartof Etr&d-Educational Technology Research and Development, 2019, vol. 67, num. 6, p. 1455-1478
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Sanchez-Mena, Antonio Marti-Parreño, Jose Miquel-Romero, Maria-Jose 2019 Higher education instructors' intention to use educational video games: an fsQCA approach Etr&d-Educational Technology Research and Development 67 6 1455 1478
dc.subject Educació
dc.title Higher education instructors' intention to use educational video games: an fsQCA approach
dc.type info:eu-repo/semantics/article
dc.date.updated 2020-07-22T08:20:45Z
dc.identifier.doi https://doi.org/10.1007/s11423-019-09656-5
dc.identifier.idgrec 135688


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Roderic Mòbil