Factors Affecting Undergraduates' Acceptance of Educational Game ...

Factors Affecting Undergraduates’ Acceptance of Educational Game: An Application of Technology Acceptance Model (TAM) Roslina Ibrahim1, Rasimah Che Mohd Yusoff1, Khalili Khalil2, and Azizah Jaafar3 1

Advanced Informatics School, Universiti Teknologi Malaysia, Jalan Semarak, 54100, Kuala Lumpur, Malaysia 2 Insitut Teknologi Darul Takzim INSTEDT, Kota Tinggi, Johor, Malaysia 3 Institute of Visual Informatics, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia {lina,rasimah}@ic.utm.my, [email protected], [email protected]

Abstract. Educational games (EG) are seen as a promising educational technology. This is due to fun and engaging nature of games compared to other media. However, little studies have been done to investigate factors that might affect student’s acceptance of EG, especially among undergraduate student. Understanding those factors can assist EG designers in designing better games. This study investigated those factors by applying modified technology acceptance model (TAM). Four (4) factors, namely usefulness, ease of use, attitude and learning opportunity were used. An online survey was done with 63 samples from Universiti Teknologi Malaysia. Data was analyzed using structural equation modeling (SEM) as well as descriptive method. Findings shown that usefulness, ease of use and attitude are significant acceptance factors of EG. Hopefully, this study will enrich literatures regarding EG acceptance factors especially among undergraduate students. Keywords: educational games, user acceptance, unified theory of acceptance and use of technology (UTAUT), Visual Informatics.

1 Introduction Educational games are regarded as future teaching and learning methods that better suits the preferences of younger generations, as reported by Federation of American Scientists (FAS), [1]. These generations grow up with internet, social networking programs, Sony Playstation (PS), online games, online videos, emails and so on are found to have different preferences in teaching and learning approach [2]. Therefore, integration of these technologies into their education seems to bring about positive effects. Games are believed to have distinct advantages compared to conventional teaching and learning approach. Gee has proposed that it is able to teach 21st century skills such as problem solving, critical thinking, collaboration and team working [3]. From the perspective of rich games genre and design opportunities, EG developers have lots of opportunities to develop games based on learning outcomes and theories [4], [5], learning styles and learning domain [6], [7], [8]. H. Badioze Zaman et al. (Eds.): IVIC 2011, Part II, LNCS 7067, pp. 135–146, 2011. © Springer-Verlag Berlin Heidelberg 2011

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Many studies have been done to investigate EG effectiveness as a learning tool. Garris et al [6], have found that EGs are able to help student on various learning domains such as cognitive, affective as well as psychomotor skills. EG is also found to increase learning motivation as demonstrated in [9], [10], [11]. Motivation is among the most important element in learning, intrinsically or extrinsically. A study by Garzotto, [12] revealed that multiplayer online games provide learning benefits on affective level as well as knowledge domain. Other studies also acknowledged the benefits of using games for learning such as in [13], [14], [5] that stated game motivates learning, offer immediate feedback, support skills, and influences changes in behavior and attitudes. With such promise, EG adoption, however, are still rather slow, Kebritchi [15]. Kebritchi suggested that there are need to investigate EG acceptance factors to further understand the reasons of low adoption rate of EG among schools despite its positive promise. She also stated that there are very much lacks of literatures discussing the matter. Similarly, De-Freitas [16] discussed the barriers for adoption of EG including i) familiarity with games-based software, ii) time to prepare effective game-based learning, iii) learners group who like to use this approach and, iv) cost associated with application. Therefore, we need to understand the factors that affects EG acceptance to help designers design better games. This study seeks to investigate students’ acceptance factors of EG. It can assist EG designers to leverage the knowledge during the design process as well as for decision making process. Students are the most important stakeholders in education but often left with no choice when it comes to teaching and learning approach. It is happened both in school and institutes of higher learning (IHL). Thus, we choose undergraduate student as the samples. Besides, computer infrastructures are more accessible among them. This paper is organized as follows: Section 2 discuss on theoretical background, followed by research model and hypotheses in section 3. Section 4 presents methodology while section 5 present results. Last section (6) is the conclusion.

2 Theoretical Background 2.1 Technology Acceptance Dillon and Morris [17] defined user acceptance as “demonstrable willingness within a user group to employ information technology for the tasks it is designed to support”. It seeks to understand the contributing factors that affect users in deciding whether or not they will use a system. Those factors can be from both systems’ factors as well user’s factors. Systems factors are including its usefulness, easy to use, and enjoyment while users’ factors are about users’ background such as experience, attitude and resources that they have access. User acceptance inquires about why people accept a system so that better methods for design and development will be employed. It seeks to extend beyond usability studies that discussed about designing use friendly interface into much more deeper understanding about other factors contribute to user acceptance. User acceptance research seems to compliment usability studies by looking into wider

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factors. Also, it is depending on factors such as use setting (voluntary or mandatory) and user background. Lack of user acceptance understanding can impede the success of any new technology. Technology acceptance theory is derived upon Theory of Reasoned Action (TRA), a social psychological theory that defines relationship between beliefs, attitudes, norms, intentions and behavior. It indicates that individual behavior in using technology is determined by one’s intention to perform the behavior. This intention is influenced by several factors or determinants. In the field of information systems (IS), Technology Acceptance Model (TAM) by Davis [18] is among the most widely used model in IS. It has being extensively applied into many types of information system including job related applications, business, government, e-commerce, internet banking, e-learning, and other online applications. TAM postulated that usefulness and ease of use are the main factors to predict behavioral intention. Another well known user acceptance theory is unified theory of acceptance and use of technology (UTAUT). Upon the realization of multiple theories that co-exist in the field of IS concerning acceptance or adoption, Venkatesh et al [19] formulated and empirically validated eight relevant theories into a unified theory called Unified Theory of Acceptance and Use of Technology (UTAUT). The theories are i) Technology Acceptance Model (TAM), ii) Theory of Planned Behavior (TPB), iii) Theory of Reasoned Action (TRA), iv) Social Cognitive Theory (SCT), v) Model of PC Utilization (MPCU), vi) Diffusion of Innovation (DOI), vii) Combined TAMTPB, and viii) Motivational Model (MM).UTAUT have four (4) direct determinants of user acceptance which are performance expectancy, effort expectancy, social influence and facilitating conditions, while two others are dependant variables; behavioral intention and use behavior. UTAUT also have four moderators (gender, age, experience and voluntariness of use) that moderate relationship between independent and dependant variables. 2.2 Educational Game Acceptance Upon extensive reviews of literatures, it is found that there are still huge gap regarding acceptance studies of educational games. As to date, too little attention has being given on investigation on acceptance factors of EG. As the matter of fact, only a small number of studies have being implemented even on acceptance of common entertainment computer games. Considering the fact that both types of games have different nature and purposes, obviously different factors will influence its acceptance. Therefore, thorough investigation are needed to better leverage design and implementation of EG for educational purposes. Several studies have identified acceptance factors of entertainment games. Hsu and Lu in [20] studied online gaming acceptance using extended TAM incorporated with social norm and flow experience. The model was able to explain about 80% of the variance. Ease of use was found as key determinants of online game. Meanwhile, Ha et al [21] found that perceived enjoyment was better predictors than usefulness. Age was found as key moderator in acceptance of mobile broadband games. In the case of educational games, Bourgonjon et al [22] found that student preference for educational games are affected by a number of factors, such as perceptions of student

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regarding usefulness, ease of use, learning opportunities and experience with video games in general. Gender effects are found as well, but mediated by experience and ease of use. Another study of EG acceptance among teachers using DOI theory did by Kebritchi in [15], found that teachers are ready to adopt EG provided that the games meet several requirements such as advantages (indication of game effectiveness, game support features, gender-neutral features and engagement and problem-solving instruction strategies), compatibility (game alignment with the state and national standards, available time for playing the game, available computers for playing the game and the teachers’ technology training), complexity (rich content, attractive game context and story, adjustment of the game difficulties), trialability (accessing to a trial version of the game. Very recently, Amri [23] have found that usefulness is significant towards intention to use EG but ease of use was found not significant. Table 1 shows the summary of literature review in games acceptance studies. However, only two of the studies investigated the acceptance of educational game while the others are on entertainment games. Table 1. Summary of games acceptance studies Author (Year) Model used Amri Yusoff (2010) Modified TAM Bourgonjon et al (2010) Extended TAM

Kebritchi (2010), Diffusion of innovation (DOI) Fang and Zhao (2010) Extended TAM Fetscherin and Lattemann (2008) Extended TAM Wang and Wang, (2008) Extended TAM

Sample (N)/ Technology/system 53 undergraduates students Self developed EG (Unilink) 858 Flemish schools students/ Educational games/ No system use 3 schools teachers/ Educational games/ Dimenxian 173 US university students/ Several games genre 249 second life users/ Virtual worlds/Second Life 281 responses/ Online games/ World of Warcraft, Lineage and Maple Story

Findings Usefulness has direct effect on intention while transfer skills, learners control effect usefulness. Situated learning effects ease of use and Ease of Use effects usefulness. Usefulness, ease of use, learning opportunities and personal experience with games have direct effect on preference with gender effect found to be mediated by experience and ease of use. Relative advantage, compatibility, complexity, trialability and observability. Enjoyment and perceived ease of use. Two personality traits (sensation seeking and selfforgetfulness) have positive impact on enjoyment Community, attitude, social norms have direct effect on perceived usefulness while anxiety does not, ease of use effect usefulness and intention. Perceived playfulness on intention based on gender. Self-efficacy, perceived playfulness and BI were all higher in men while computer anxiety was higher in women. No gender differences on system characteristics

Due to lack of investigation in EG acceptance studies, we seek to explore the perceptions of Malaysian undergraduate on using online EG as one of their learning approach. Online game is one of the most popular technologies among teenagers


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including as undergraduate’s students. This is due to easy access to computer and internet in their daily activities. Almost all students have their own PC or laptop as found by our survey [24]. Thus we seek to investigate students’ perceptions towards this technology for our further implementation of educational games. In this study, we proposed to investigate the direct effects of student intention to use EG based upon revised TAM and UTAUT. We proposed usefulness, ease of use, learning opportunity, and attitude as the independent variables while student preference as the dependant variable. Usefulness and ease of use are from original TAM model while learning opportunity and attitude were originated from other studies.

3 Research Model and Hypotheses 3.1 Independent Variables Usefulness (Use) is defined as “the extent to which an individual believes that using an information system (IS) will help him or her to attain benefits in job performance”. Since this definition is more towards job related environment, we like to note here that job performance here is taken as learning performance. However, education is much more than the outcomes only, but it is also involve the process as well. Bourgonjon et al proposed the learning process can be defined as learning opportunity. We used both usefulness and learning opportunity to describe the process and the outcome of learning. Learning opportunities (LO) defined as “the extent which a person believes that using an online educational game can offer him or her opportunities for learning”. Ease of use (EoU) is defined as “the degree of ease associated with the use of system”.It is considered the second most important factor in IS acceptance. Venkatesh et al (2003) formulated this construct from three previous models: TAM, MPCU and IDT. Attitude (Att) towards using technology is defined as “individual behavior overall affective reaction to using a system”. Venkatesh et al (2003) explained that attitude was significant across many studies. Marchewka in [25] proposed that attitude will have direct effect on behavioral intention. Based upon above theoretical supports, the following hypotheses are proposed. H1: Usefulness positively affects preferences for educational games. H2: Ease of use positively affects preferences for educational games. H3: Attitude positively affects preferences for educational games. H4: Learning opportunity positively affects preferences for educational games. 3.2 Dependant Variable: Preferences for Educational Games This study is in pre-implementation, whereby the actual use of the system is yet to be implemented. Therefore it is not possible to study the actual use of the educational games by the student. While both UTAUT and TAM used it as a dependant variable, we decided to omit that in this particular stage. This is similar with Bourgonjon et al [22] argument that proposed to investigate only the respondent behavioral intention (BI). BI is seen as capable of predicting future use of system. They further argued that

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behavioral intention can be a good predictor of actual use. We use preference as the dependant variables as it seem to be more appropriate in pre-implementation stage of use as suggested by Bourgonjon et al [22]. Research model is presented in figure 1. Usefulness H1 Ease of use

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Fig 1. Proposed Model and Hypotheses

4 Methodology 4.1 Instrument and Survey Process An online survey was developed based on original items developed by Bourgonjon et al [22] and Venkatesh et al [19]. The survey instrument has 21 questionnaire items with 5 constructs, using 5 point Likert’s Scale from 1 (strongly disagree) to 5 (strongly agree). Samples are sixty three (N=63) IT students undertaking Diploma in Computer Science course at Universiti Teknologi Malaysia (UTM), Kuala Lumpur with 31 male and 32 female respondents. Reliability analysis was performed using Cronbach’s Alpha on all items (21) with the alpha value of (.92) and on every single construct: Usefulness – 4 items (.85), Ease of Use – 3 items (.73), Learning Opportunity – 7 items (.80), Attitude – 4 items (.85), and preference – 3 items (.83) .All constructs appear to have a good degree of reliability with the value of 0.73 and above. Full list of items is presented in Table 2. Table 2. Questionnaire items based on construct Constructs Usefulness (Use) Using Online educational games… Ease of Use (EoU)

Items Use1: Would improve my performance Use2: Would increase my learning productivity Use3: Would enhance my effectiveness Use4: Would help me to achieve better grades EoU1: I would know how to handle online computer educational games EoU2: It would be easy to for me to use online computer educational games EoU3: My interaction with online computer educational games would be clear and understandable

Factors Affecting Undergraduates’ Acceptance of EG: An Application of TAM Attitude (Att)

Learning opportunity (LO) Online educational computer games offer opportunities to... Preferences (Pref)

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Att1: Using online educational games would be a good idea Att2: Learning with online educational games would be fun Att3: Online educational games would make learning a subject more interesting Att4: I think I will like learning with online educational games LO1: experiment with knowledge LO2: take control over the learning process LO3: experience things you learnt about LO4: stimulate transfer between subjects LO5: interact with other students LO6: think critically LO7: motivate students Pref1: If I had the choice, I would choose to follow courses in which online educational computer games are used Pref2: If I had to vote, I would vote in favor of using online educational computer games for learning Pref3: I am enthusiastic about using online educational computer games as one of my learning approach

5 Results 5.1 Descriptive Statistic Findings of descriptive analysis are presented in the following figures by each construct, using percentage (Y axis) and answer of every item (X axis) based on Likert’s scale (1to 5) as the legend. Figure 2 shows the result for Usefulness (Use) construct. Bar in the chart shown scale 1 (left) up to scale 5 (right) with scale 2, 3 and 4 in between. In general, students agreed that EG would help them to perform better in their learning such as improving performance, increase productivity and enhance their effectiveness. This is an encouraging result as our younger generations shown their preferences of using computer technology - games in particular, for their learning. Even though number of samples in this study are small, the trend among our younger generations are more shifted towards technology and internet are undeniable – hence prompted more studies to fit this technology into their education. Students answers are more towards agree and strongly agree (about 80%), items 1 to 3 shown that they have a positive attitude towards using EG for learning. None of the students strongly disagree with any of the items, with only few (less than10%) disagreed. Result on helping them achieving better grades is moderated (about half of the sample agreed and another half disagree) – this probably due to no such experience of using EG by the students, hence, no experienced of grade improvement among them. Figure 3 shown the result for Ease of Use (EoU) construct. It is found that most student are confident that they can easily operated the EG. This is probably due to their own experiences with computer games and other internet applications. This is important when introducing a new application to intended user as it may increase its acceptance rate due familiarity with the computer.

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Fig. 3. Result for Ease of Use Construct

Figure 4 shown the result for Learning Opportunity (LO) construct. As can be seen, all items have highest score on scale 4(agree), followed by strongly agree and not sure. Less than 5% choose disagree (in all items). It is not surprised to see some student are not sure about it - given the situation that they never have contextual experience with EG. Figure 5 present results for Attitude (Att) construct. Most student are having positive attitude towards EG – this is especially on the fun aspect of games. Since games are associated with fun, all of them agree that using EG would be fun. It is important to note that younger generations are more multitasking, less retention, risk taking and adventurous [2], and like to do fun things. Thus, integration of EG into their education would at least help them to be more motivated to learn.

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Fig. 4. Result for Learning Opportunity

Figure 6 shown result for Preferences (Pref). It is interesting to note that about 80% of the student agreed on using EG for their learning. This is probably because games are highly motivating and most student play some sort of computer games [24] as their activities. Given the results of this analysis, it is vital for scholars and educators to pay attention to preferences of our students for creating and enhancing our existing education approach for more effective and productive education.


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Games and gender is a widely discuss issue in literatures, given the interest of males are more interested in games compared to women [26]. Thus, we further explore the differences of some gaming habits between male and female in terms of games playtime, medium of play and reasons for playing. Figure 7 shows the cross tabulation of games playtime between male and female. Students were asked about their frequency of game playing per week. More than half of male students play more than 5 hours per week followed by 1 to 5 hours and 1 hour or less. None of male student stated that they do not play games at all. In contrast, most female students play 1hour or less, or 1 to 5 hours, about 5of them plays more than 5 hours. Small numbers of female students are found not playing games at all. In terms of games playing medium, students were asked to choose their most favorite medium between computer, TV console, handheld and hand phone. Result shown (Figure 8) that favorite medium for both genders is computer, followed by TV console and hand held. None of male student plays through hand phone while females play using all four mediums.

Fig. 7. Cross tabulation of games playtime

Fig. 8. Cross tabulation of games medium

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For reasons to play games, main reasons for both genders are fun and to fill up free time, followed by challenges. Nice graphic are found not to be the reasons they play games with both genders stated it as the last reason. Thus, it is suggested that games need to be design with fun elements in the first hand, followed by challenges. Even though graphics is important, but the focus should be on other elements as preferred by students. 5.2 Model Validation For model validation, exploratory factor analysis was done followed by structural model. KMO (Kaiser-Meyer-Olkin) and Bartlett’s test. KMO values is .795, which is adequate for factor analysis and Bartlett’s test is significant at p < .001. Factor loading for each item which are more than 0.5 were used for further analysis while items LO1 and LO5 were discarded due to low factor loading. Structural model was developed as shown in Figure 9. Based on model estimates critical ratios (C.R), three factors were found significant with attitude (Standardized regression weight = .55, C.R =5.892) as the highest predictor for EG acceptance, followed by usefulness (standardized regression weight = .31, C.R =3.397) and ease of use (standardized regression weight = 3.254, C.R = 3.254). This is similar with findings of many acceptance studies such as in Davis [18] and [27]. Learning opportunity however was found not significant. This is probably because of no learning process have been experienced by them using games, therefore it is difficult for them to perceived its opportunity to learn. Bougonjon et al also found this factor moderately significant in his study. The model explained 66% of the variance, which is about similar with research of [27].

Fig. 9. Structural model

6 Conclusion This study seeks to understand students acceptance factors in using EG for learning. Descriptive as well as factor confirmation were presented using both SPSS and AMOS. It is interesting to note that undergraduate students from a higher education in


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Malaysia are highly interested with using games for their learning. They are also having a very positive attitude towards using EG. Descriptive findings shown that most students prefer to use EG even though they never experienced it before. Their experiences with games were probably being used as a guide in using EG. Out of four (4) acceptance factors, three were found significant on preferences. Attitude is the highest predictor, shown that the students are highly encouraged to use EG. This should initiate more studies in development of appropriate EG for student learning. Given low motivation to learn as complained by many lecturers, EG for learning is a worth trying to complement existing learning approach. Apart from that, EG designers should leverage usefulness and ease of use elements into their design for better acceptance of EG. Usefulness was found more important than ease of use, thus shown that student will use EG if it is found useful for their learning. This finding is in line with many acceptance studies on utilitarian application. Due to limited number of samples, this finding should be use with caution. Further studies are needed with more samples from several institutions and if possible, with actual use of developed EG.

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