Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education
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In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based learning (DGBL) to environmental education. A total of 32 fourth graders in an elementary school participated in a seven-week DGBL teaching experiment. After the experimental teaching session, a survey concerning "perceived ease of use", "perceived usefulness", and "user intentions" was conducted. The results show that the DGBL system is suitable for both genders at all levels of experience. In addition, the 4th grade students' "perceived ease of use", "perceived usefulness", "attitudes toward use", and "intention to use" reveal a high degree of positive and significant correlations. Furthermore, a path analysis verifies that DGBL acceptance will be directly influenced by a learner's "attitude toward use" and "perceived usefulness." Finally, when designing DGBL for 4th graders, the rich learning content and ease of use should be taken into account because they significantly contribute to a learner's intention to use the system, which may result in greater learning effectiveness.
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Children are positively accepting of interactive technologies.
“This fi nding con fi rms previous results (Cheng et al., 2013) where children were found to be positively accepting of interactive technologies.”
From Religious diversity education: raising children’s awareness of religious diversity through augmented reality (2023) · cites this paper as Cheng et al., 2013
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- Authors
- Cheng, Y.-M., Lou, S.-J., Kuo, S.-H., & Shih, R.-C.
- Affiliations
- Shu-Te University (TW)
- National Pingtung University of Science and Technology (TW)
- ORCID
- Lou, Shi-Jer
- Venue
- Australasian Journal of Educational Technology
- Published
- 2013-02-28
- Volume
- 29
- Issue
- 1
- ISSN
- 1449-3098 (ISSN-L)
- 1449-5554
- OpenAlex
- W2167789771
- Cited by
- 114
- References
- 66
- Citations by year
- 2026: 1 · 2025: 12 · 2024: 13 · 2023: 13 · 2022: 14 · 2021: 8 · 2020: 12 · 2019: 11 · 2018: 8 · 2017: 9 · 2016: 3 · 2015: 6 · 2014: 1 · 2013: 3
- FWCI
- 8.96
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Australasian Journal of Educational Technology (publishedVersion, cc-by-nc-nd)
- Funders
- National Science Council
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
- Social Sciences › Education › Education and Technology Integration
- Keywords
- digital game-based learning, technology acceptance, environmental education, elementary school students, perceived ease of use, perceived usefulness, attitude toward using, intention to use, gender differences, fourth grade, educational game design
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