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http://dx.doi.org/10.7583/JKGS.2017.17.2.123

Teacher's acceptance of digital games and related factors  

Kim, Jee Yeon (Dept. of Counseling Psychology, Seoul Cyber University)
Doh, Young Yim (Graduate School of Culture Technology, KAIST)
Publication Information
Journal of Korea Game Society / v.17, no.2, 2017 , pp. 123-134 More about this Journal
Abstract
The purpose of this study is to investigate how teachers' acceptance of digital games is constructed in the school context and what factors influence teachers' acceptance. To do this, we conducted a survey on teachers, school counselors, and professional counselors in August 2016. A total of 250 data were analyzed. As a result, it was confirmed that the teachers' acceptance of digital game is composed of 5 factors - need for supervision, willingness to use, concern & monitoring, acceptance as alternative activities, acceptance efficacy. As a result of multi-variate multiple regression analysis, it was found that the teacher's age, the 2 factors of digital media literacy, the teacher's attitude toward student's digital game usage, and teacher's evaluation of the impact of digital games on school achievement have different effects on the 5 factors of teachers' acceptance. This study is meaningful to identify how teachers' acceptance of digital games is constructed and to explore the main factors affecting teachers' acceptance of digital games.
Keywords
teacher's acceptance; digital games; school context; multi-variate multiple regression analysis;
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