Acceptance of digital game-based learning by accounting and business lecturers: empirical evidence from Indonesia based on the extended Technology Acceptance Model

ABSTRACT

Although digital game-based learning (DGBL) has the potential to enhance learning motivation and complex cognitive skills of students, its adoption and effectiveness are heavily dependent on lecturers’ acceptance. Comprehending lecturers’ perceptions and beliefs underlying their decision-making processes is therefore significant. This study examines factors determining the intention of accounting and business lecturers in Indonesia to use digital games in their courses using an extended Technology Acceptance Model (TAM). Based on data collected from 258 lecturers, the research model is analyzed using PLS-SEM approach. The results show that the proposed model can explain 52.4% of the variance in accounting and business lecturers’ behavioral intention to use digital games in class. Particularly, both perceived ease of use and usefulness are the factors significantly determining lecturers’ intention. However, DGBL frequency negatively moderates the positive effect of perceived ease of use on lecturers’ intention.

KEYWORDS:

• Game-based learning
• extended TAM model
• lecturer attitude
• PLS-SEM
• Indonesia

Acknowledgment

The authors gratefully acknowledge Universitas Kristen Maranatha for providing financial support for this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability

The data that support the findings of this study are available from the corresponding author, T. M. K., upon reasonable request.

Notes

1 DGBL refers to the utilization of digital games to achieve learning objectives (Prensky, 2005).

Additional information

Funding

This work was supported by Universitas Kristen Maranatha.