Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy

Background: The purpose of this paper was to assess Urmia high school teachers’ acceptance of digital game-based learning in view of their perceived usefulness and digital self-efficacy. Methods: A cross-sectional descriptive correlational study was conducted among the educational areas in the acade...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Sima Alizadeh, Mohammad Reza Sarmadi, Mohammad Hassan Seif, Saeid Mazloumian
Formato:	article
Lenguaje:	EN
Publicado:	Shiraz University of Medical Sciences 2021
Materias:	technological pedagogical and potent knowledge-games (tpack-g) acceptance digital games teachers’ digital self-efficacy perceived usefulness Computer applications to medicine. Medical informatics R858-859.7
Acceso en línea:	https://doaj.org/article/eb5a1c1d97f34271b601918fbd330f7d
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:eb5a1c1d97f34271b601918fbd330f7d
record_format	dspace
spelling	oai:doaj.org-article:eb5a1c1d97f34271b601918fbd330f7d2021-12-01T09:45:50ZUsing the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy2476-72632476-727110.30476/ijvlms.2021.90781.1098https://doaj.org/article/eb5a1c1d97f34271b601918fbd330f7d2021-12-01T00:00:00Zhttps://ijvlms.sums.ac.ir/article_47974_fc6755aba60fa7bd4dff6f86877a9dcf.pdfhttps://doaj.org/toc/2476-7263https://doaj.org/toc/2476-7271Background: The purpose of this paper was to assess Urmia high school teachers’ acceptance of digital game-based learning in view of their perceived usefulness and digital self-efficacy. Methods: A cross-sectional descriptive correlational study was conducted among the educational areas in the academic year 2019-2020 in the city of Urmia. Taking into account all high school teachers (n=436), using Cochran’s formula, 205 teachers were chosen through a relative stratified sampling method, with the female teachers (n=258) and male teachers (n=178). Research instruments included questionnaires based on TPACK-G for evaluating perceived usefulness, computer self-efficacy, and acceptance of digital games. A path analysis was performed on the data using the Lisrel 8.50 and SPSS 22 procedures. Results: The findings showed that the relationship between all the variables in the study and the acceptance of such learning was significant. The variables that had the smallest relationship with the acceptance of digital game-based learning was the pedagogical knowledge of games (r=0.103, p <0.05), while the most significant relationship was found with the technological knowledge of games (r=0.274, p <0.01). The direct impact (TPACK-G) on teachers’ digital self-efficacy is equal to (0.219, 0.165, 0.187), and on acceptance (0.160, 0.142, 0.222), which is significant at(p <0.01). The most direct impact was found for the usefulness on acceptance (standardized parameter=0.365, p <0.01). The smallest indirect impact was found for the self-efficacy on usefulness (0.027). The direct impact of teachers’ digital self-efficacy and the perceived usefulness on the acceptance of learning based on digital games is equal to (0.300, 0.365) which is significant at (p <0.01). In addition, findings of the study showed that the highest and lowest variances that accounted for the total variance were related to the acceptance of digital gamebased learning (%31) and self-efficacy (%20), respectively. Conclusion: Teachers’ digital self-efficacy in terms of the ability to adopt technologies in learning and their perceived usefulness is an effective factor in teachers’ decisions regarding the use of digital games in the classroom.Sima AlizadehMohammad Reza SarmadiMohammad Hassan SeifSaeid MazloumianShiraz University of Medical Sciencesarticletechnological pedagogical and potent knowledge-games (tpack-g)acceptancedigital gamesteachers’ digital self-efficacyperceived usefulnessComputer applications to medicine. Medical informaticsR858-859.7ENInterdisciplinary Journal of Virtual Learning in Medical Sciences, Vol 12, Iss 4, Pp 275-286 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	technological pedagogical and potent knowledge-games (tpack-g) acceptance digital games teachers’ digital self-efficacy perceived usefulness Computer applications to medicine. Medical informatics R858-859.7
spellingShingle	technological pedagogical and potent knowledge-games (tpack-g) acceptance digital games teachers’ digital self-efficacy perceived usefulness Computer applications to medicine. Medical informatics R858-859.7 Sima Alizadeh Mohammad Reza Sarmadi Mohammad Hassan Seif Saeid Mazloumian Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
description	Background: The purpose of this paper was to assess Urmia high school teachers’ acceptance of digital game-based learning in view of their perceived usefulness and digital self-efficacy. Methods: A cross-sectional descriptive correlational study was conducted among the educational areas in the academic year 2019-2020 in the city of Urmia. Taking into account all high school teachers (n=436), using Cochran’s formula, 205 teachers were chosen through a relative stratified sampling method, with the female teachers (n=258) and male teachers (n=178). Research instruments included questionnaires based on TPACK-G for evaluating perceived usefulness, computer self-efficacy, and acceptance of digital games. A path analysis was performed on the data using the Lisrel 8.50 and SPSS 22 procedures. Results: The findings showed that the relationship between all the variables in the study and the acceptance of such learning was significant. The variables that had the smallest relationship with the acceptance of digital game-based learning was the pedagogical knowledge of games (r=0.103, p <0.05), while the most significant relationship was found with the technological knowledge of games (r=0.274, p <0.01). The direct impact (TPACK-G) on teachers’ digital self-efficacy is equal to (0.219, 0.165, 0.187), and on acceptance (0.160, 0.142, 0.222), which is significant at(p <0.01). The most direct impact was found for the usefulness on acceptance (standardized parameter=0.365, p <0.01). The smallest indirect impact was found for the self-efficacy on usefulness (0.027). The direct impact of teachers’ digital self-efficacy and the perceived usefulness on the acceptance of learning based on digital games is equal to (0.300, 0.365) which is significant at (p <0.01). In addition, findings of the study showed that the highest and lowest variances that accounted for the total variance were related to the acceptance of digital gamebased learning (%31) and self-efficacy (%20), respectively. Conclusion: Teachers’ digital self-efficacy in terms of the ability to adopt technologies in learning and their perceived usefulness is an effective factor in teachers’ decisions regarding the use of digital games in the classroom.
format	article
author	Sima Alizadeh Mohammad Reza Sarmadi Mohammad Hassan Seif Saeid Mazloumian
author_facet	Sima Alizadeh Mohammad Reza Sarmadi Mohammad Hassan Seif Saeid Mazloumian
author_sort	Sima Alizadeh
title	Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
title_short	Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
title_full	Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
title_fullStr	Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
title_full_unstemmed	Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy
title_sort	using the tpack-g model to assess high school teachers’ acceptance of digital game-based learning in view of perceived usefulness and digital self-efficacy
publisher	Shiraz University of Medical Sciences
publishDate	2021
url	https://doaj.org/article/eb5a1c1d97f34271b601918fbd330f7d
work_keys_str_mv	AT simaalizadeh usingthetpackgmodeltoassesshighschoolteachersacceptanceofdigitalgamebasedlearninginviewofperceivedusefulnessanddigitalselfefficacy AT mohammadrezasarmadi usingthetpackgmodeltoassesshighschoolteachersacceptanceofdigitalgamebasedlearninginviewofperceivedusefulnessanddigitalselfefficacy AT mohammadhassanseif usingthetpackgmodeltoassesshighschoolteachersacceptanceofdigitalgamebasedlearninginviewofperceivedusefulnessanddigitalselfefficacy AT saeidmazloumian usingthetpackgmodeltoassesshighschoolteachersacceptanceofdigitalgamebasedlearninginviewofperceivedusefulnessanddigitalselfefficacy
_version_	1718405388483690496

Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy

Ejemplares similares