Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning

Ya-Ming Shiue; Yu-Chiung Hsu

doi:10.12973/ejmste/77949

Full Text (PDF)

Ya-Ming Shiue ¹, Yu-Chiung Hsu ² ^*

More Detail

¹ Department of Applied Informatics and Multimedia, Chia-Nan University of Pharmacy of Science, Tainan, TAIWAN² Department of Public Relations and Advertising, Kun-Shan University, Tainan, TAIWAN^* Corresponding Author

Abstract

Due to the rapid progress of information technology and the Internet generation of students now on campus, game-based learning (GBL) has become an important issue with regard to education. In addition, in an increasingly competitive work environment, students need to cultivate not only their own abilities, but also the ability to collaborate with colleagues after graduation. However, such collaboration needs to be directed by appropriate guidance in order to demonstrate the expected results, and the rules of the related game guide can be applied to achieve this. Therefore, it is of interest to analyse students’ learning processes in a digital game with a collaborative learning environment. In this study, we designed a digital history game providing collaboration opportunities for learners to solve problems. The partial least squares (PLS) approach was applied to analyse the effects of this collaboration on the attitude towards and willingness to use game learning, in order to validate our research model.

Keywords

game-based learning
collaborative learning
expectation confirmation model
Technology Acceptance Model
social influence
continuance usage intention

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 10, October 2017, 6445-6455

https://doi.org/10.12973/ejmste/77949

Publication date: 24 Sep 2017

Article Views: 3270

Article Downloads: 1611

Open Access References How to cite this article

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
Anderson, J., & Gerbing, D. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411-423.
Annetta, L. A. (2008). Video games in education: Why they should be used and how they are being used. Theory into Practice, 47, 229-239.
Barron, B. (2003). When smart groups fail. Journal of Learning Science, 12, 307-359.
Bartsch, R. A., & Cobern, K. C. (2003). Effectiveness of powerpoint presentations in lectures. Computers & Education, 41(1), 77-86.
Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation–confirmation model. MIS Quarterly, 25(3), 351-370.
Bourgonjon, J., Valcke, M., Soetaert, R., Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54, 1145-1156.
Chang, C. C., Liang C. Y., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning preference and intrinsic motivation. Computers & Education, 55, 1021-1212.
Chen, S. C., Yen, D. C., & Hwang, M. (2012). Factors influencing the continued intention to the usage of Web 2.0: An empirical study. Computers in Human Behavior, 28(3), 933-941.
Chen, Y. C. (2017). Empirical study on the effect of digital game-based instruction on students’ learning motivation and achievement. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3177-3187.
Chin, W. W., & Newsted, P. R. (1999). Structural equation model analysis with small samples using partial least squares. Statistical strategies for small sample research. Thousand Oaks, CA: Sage Publication.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Dickey, M. D. (2011). Murder on Grimm Isle: the impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456-469.
Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). A learning cycle approach to developing educational computer game for improving students’ learning and awareness in electric energy consumption and conservation. Educational Technology and Society, 18(1), 91-105.
Echeverrîa, A., Améstica, M., Gil, F., Nussbaum, M., Barrios, E., & Leclerc, S. (2012). Exploring different technological platforms for supporting co-located collaborative games in the classroom. Computers in Human Behavior, 28, 1170-1177.
Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.
Garcia, J. P., Cañadillas, I. P., Charterina, J. (2016). Business simulation games with and without supervision: An analysis based on the TAM mode. Journal of Business Research, 69, 1731-1736.
Gerrig, R. J. (1993). Narrative Worlds, Yale University Press, New Haven, CT.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., &Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice-Hall.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Hwang, Y. J., Al-Arabiat, M., Shin, D. H., & Lee, Y. H. (2016). Understanding information proactiveness and the content management system adoption in pre-implementation stage. Computers in Human Behavior, 64, 515-523.
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P., & Robinson, L. (2008). Living and Learning with New Media: Summary of Findings form Digital Youth project. Chicago, IL: MacArthur Foundation.
Kalyuga, S., & Plass, J. L. (2009). Evaluating and managing cognitive load in games. Handbook of research on effective electronic gaming in education. New York, NY: Information Science Reference.
Kang, Y. S., Hong, S., & Lee, H. (2009). Exploring continued online service usage behavior: The roles of self-image congruity and regret. Computers in Human Behavior, 25(1), 111-122.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not? British Journal of Educational Technology, 38(2), 249-259.
Kebritchi, M., Hirumi, A., Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443.
Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains from complex learning. Educational Psychology Review, 21. 31-42.
Lee, M. C. (2010). Explaining and predicting users’ continued intention toward e-learning: An extension of the expectation–confirmation model. Computers & Education, 54, 506–516.
Liu, Y. C. & Huang, Y. M. (2015). Using the UTAUT Model to Examine the Acceptance Behavior of Synchronous Collaboration to Support Peer Translation. JALT CALL Journal, 11(1), 77-91.
O’Donnell, A. M., & Kelly, J. (1994). Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review, 6, 321-349.
Oghuma, A. P., Libaque-Saenz, C. F., Wong, S. F., Chang, Y. H. (2016). An expectation-confirmation model of continued intention to use mobile instant messaging. Telematics and Informatics, 33(1), 34-47.
Oliver, R. L. (1980). A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions. Journal of Marketing Research, 17(4), 460-469.
Pando-Garcia, J., Periañez-Cañadillas, I., Charterina, J. (2016). Business simulation games with and without supervision: An analysis based on the TAM model. Journal of Business Research, 69, 1731-1736.
Papastergiou, M. (2009). Digital GBL in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12.
Pivec, M., & Kearney, P. (2007). Games for learning and learning from games. Informatica, 31, 419–423.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.
Prensky, M. (2007). Digital game-based learning. New York: McGraw-Hill.
Riemer, V., & Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160-168.
Salen, K., & Zimmerman, E. (2004). Rules of play: Game Design Fundamentals. Cambridge, MA: MIT Press.
Sánchez, J. & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943-1952.
Squire, K. (2006). From Content to Context: Videogames as designed experience. Educational Researcher, 35(8), 19-29.
Stone, R. W., & Baker-Eveleth, L. (2013). Students’ expectation, confirmation, and continued intention to use electronic textbooks. Computers in Human Behavior, 29(3), 984–990.
Sung, H. Y., & Hwang G.J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 43-51.
Taylor, S., & Todd, P. A. (1995a). Assessing IT usage: The role of prior experience. MIS Quarterly, 19(4), 561-570.
Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114, 175-192.
Watson, W. R., Mong, C. J., & Harris, C. A. (2010). A case study of the in-class use of video game for teaching high school history. Computers & Education, 56(2), 466-474.

How to cite this article

APA

Shiue, Y.-M., & Hsu, Y.-C. (2017). Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6445-6455. https://doi.org/10.12973/ejmste/77949

Vancouver

Shiue YM, Hsu YC. Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. EURASIA J Math Sci Tech Ed. 2017;13(10):6445-55. https://doi.org/10.12973/ejmste/77949

AMA

Shiue YM, Hsu YC. Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. EURASIA J Math Sci Tech Ed. 2017;13(10), 6445-6455. https://doi.org/10.12973/ejmste/77949

Chicago

Shiue, Ya-Ming, and Yu-Chiung Hsu. "Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 10 (2017): 6445-6455. https://doi.org/10.12973/ejmste/77949

Harvard

Shiue, Y.-M., and Hsu, Y.-C. (2017). Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), pp. 6445-6455. https://doi.org/10.12973/ejmste/77949

MLA

Shiue, Ya-Ming et al. "Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 10, 2017, pp. 6445-6455. https://doi.org/10.12973/ejmste/77949