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http://dx.doi.org/10.7583/JKGS.2017.17.3.71

Relationship between teacher's game recognition types and the acceptance of student game use in school  

Doh, Young Yim (Graduate School of Culture Technology, KAIST)
Kim, Jee Yeon (Dept. of Counseling Psychology, Seoul Cyber University)
Publication Information
Journal of Korea Game Society / v.17, no.3, 2017 , pp. 71-82 More about this Journal
Abstract
This study was conducted to understand the relationship between teacher's game recognition types and the acceptance of student game use in school. We surveyed 250 elementary/middle/high school teachers, school counselors and professional counselors. Four game recognition types have differences in gender, age, game experience, attitude toward game, response to game, and the evaluation of academic influence. When we compared the acceptance of student game use according to teacher's game recognition types, the differences in 'need for supervision', 'willingness to use', 'concern and monitoring' and 'acceptance as alternative activities' were identified. However, all types showed low scores of 'acceptance efficacy'. Finally, we discussed what kind of support would be effective to increase the acceptance of game use in school.
Keywords
teacher's game recognition type; acceptance of student game use; school context; multivariate analysis of variance(MANOVA);
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