| Summary: | 碩士 === 國立成功大學 === 資訊管理研究所 === 98 === Digital game-based learning has been widely discussed in recent years, and is thought to increase student’s learning motivation, support student learning, and improve teaching quality and effectiveness. However, digital game-based learning is facing a problem of user acceptance. It is considered as too informal and there is a fear that learning objectives can not be achieved, and so digital game-based learning is rarely used in the classroom.
This study aims to understand the impact of key factors of digital game-based learning acceptance, to feasibility of proposed policies and to make learners more receptive to such methods and thus enable educators to always use it in the classroom. Few previous studies investigate digital game-based learning user intention issues, and even fewer adopt a higher education perspective to examine digital game-based learning effects in learners.In addition, there is little research into the quality of the games in such learning systems, or the impact on learners use behavior from the feedback the systems provide, with most studies, only investigating learning motivation. Therefore, this study uses students and the Technology Acceptance Model, along with game quality, information feedback and learning motivation theory as external variables, to investigate the relationship among these variables and student’s cognitive learning effectiveness, in order to establish an extension of the Technology Acceptance Model.
This study surveyed students of a database management course who used a digital game-based system. It collected 322 valid questionnaires, and analyzed the results by SEM. The research results showed that, besides learning motivation, the information feedback will affect the learners perceived usefulness and ease of use, and indirectly affect intention to use. In addition, perceived usefulness will directly affect cognitive learning effectiveness, cognitive learning effectiveness will directly affect intention behavior, and game quality will directly affect intention behavior and cognitive learning effectiveness. Generally speaking, the extended Technology Acceptance Model had good explanatory power, and through examining how student learning motivation, the system of information feedback and game quality affect intention behavior, it verified that the game quality will positive affect cognitive learning effectiveness. The results of this study fill gaps in the literature, propose more feasible policies, so that digital game-based learning can always be used in the classroom, and provide a practical anaylsis of digital game-based learning with regard to user intention and behavior.
Future research can examine other types of digital game-learning courses, or further investigate cognitive entertainment factors, and can also increased with the use of time to investigate the intention use and actual use of digital game-based learning systems.
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