پیوندهای مفید
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 1,113 |
| تعداد مقالات | 10,208 |
| تعداد مشاهده مقاله | 40,779,909 |
| تعداد دریافت فایل اصل مقاله | 8,803,871 |
Using the TPACK-G Model to Assess High School Teachers’ Acceptance of Digital Game-Based Learning in View of Perceived Usefulness and Digital Self-Efficacy | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقاله 6، دوره 12، شماره 4، اسفند 2021، صفحه 275-286 اصل مقاله (589.18 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2021.90781.1098 | ||
| نویسندگان | ||
| Sima Alizadeh* ؛ Mohammad Reza Sarmadi؛ Mohammad Hassan Seif؛ Saeid Mazloumian | ||
| Department of Educational Sciences, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| Background: The purpose of this paper was to assess Urmia high school teachers’ acceptance of digital game-based learning in view of their perceived usefulness and digital self-efficacy. Methods: A cross-sectional descriptive correlational study was conducted among the educational areas in the academic year 2019-2020 in the city of Urmia. Taking into account all high school teachers (n=436), using Cochran’s formula, 205 teachers were chosen through a relative stratified sampling method, with the female teachers (n=258) and male teachers (n=178). Research instruments included questionnaires based on TPACK-G for evaluating perceived usefulness, computer self-efficacy, and acceptance of digital games. A path analysis was performed on the data using the Lisrel 8.50 and SPSS 22 procedures. Results: The findings showed that the relationship between all the variables in the study and the acceptance of such learning was significant. The variables that had the smallest relationship with the acceptance of digital game-based learning was the pedagogical knowledge of games (r=0.103, p <0.05), while the most significant relationship was found with the technological knowledge of games (r=0.274, p <0.01). The direct impact (TPACK-G) on teachers’ digital self-efficacy is equal to (0.219, 0.165, 0.187), and on acceptance (0.160, 0.142, 0.222), which is significant at(p <0.01). The most direct impact was found for the usefulness on acceptance (standardized parameter=0.365, p <0.01). The smallest indirect impact was found for the self-efficacy on usefulness (0.027). The direct impact of teachers’ digital self-efficacy and the perceived usefulness on the acceptance of learning based on digital games is equal to (0.300, 0.365) which is significant at (p <0.01). In addition, findings of the study showed that the highest and lowest variances that accounted for the total variance were related to the acceptance of digital gamebased learning (%31) and self-efficacy (%20), respectively. Conclusion: Teachers’ digital self-efficacy in terms of the ability to adopt technologies in learning and their perceived usefulness is an effective factor in teachers’ decisions regarding the use of digital games in the classroom. | ||
| کلیدواژه‌ها | ||
| Technological pedagogical and potent knowledge-games (TPACK-G)؛ Acceptance؛ Digital games؛ Teachers’ digital self-efficacy؛ Perceived usefulness | ||
| مراجع | ||
|
Çam ŞS, Erdamar Koç G. Technological pedagogical content knowledge practices in higher education: First impressions of preservice teachers. Technology, Knowledge and Learning. 2021 Mar;26(1):123-53. doi:10.1007/s10758-019-09430-9.
Jayatilleke A, Shah M. Examining the Technological Pedagogical Content Characteristics of Games for Medical Education. Medical Science Educator. 2020 Feb 11:1-8. doi:10.1007/s40670-019-00891-2.
An Y. The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 2018 Dec;66(6):1505-27. doi:10.1007/s11423-018-9620-z.
Dong Y, Xu C, Chai CS, Zhai X. Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher. 2020 Apr;29(2):147-57. doi:10.1007/s40299-019-00461-5.
Huizenga J, Admiraal W, Akkerman S, Dam GT. Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning. 2009 Aug;25(4):332-44. doi:10.111/j.1365-2729.2009.00316.x.
Bourgonjon J, De Grove F, De Smet C, Van Looy J, Soetaert R, Valcke M. Acceptance of game-based learning by secondary school teachers. Computers & education. 2013 Sep 1;67:21-35. doi:10.1016/j.compedu.2013.02.010.
Stieler‐Hunt C, Jones C. A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning. British Journal of Educational Technology. 2019 Jan;50(1):264-79. doi:10.1111/bjet.12679.
Hsu CY, Liang JC, Chuang TY, Chai CS, Tsai CC. Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences. Educational Studies. 2021 Nov 2;47(6):734-50. doi:10.1080/03055698.2020.1729099.
Koehler MJ, Mishra P. What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research. 2005 Mar;32(2):131-52. doi:10.2190/0EW7-01WB-BKHL-QDYV
Voogt J, Fisser P, Pareja Roblin N, Tondeur J, van Braak J. Technological pedagogical content knowledge–a review of the literature. Journal of computer assisted learning. 2013 Apr;29(2):109-21. doi:10.1111/j.1365-2729.2012.00487.x.
Koh JH, Chai CS, Tsai CC. Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science. 2013 Jul 1;41(4):793-809. doi:10.1007/s11251-012-9249-y.
Nousiainen T, Kangas M, Rikala J, Vesisenaho M. Teacher competencies in game-based pedagogy. Teaching and Teacher Education. 2018 Aug 1;74:85-97. doi:10.1016/j.tate.2018.04.012.
Çam ŞS, Koç GE. A needs analysis study on technological pedagogical content knowledge of faculty members. Education and Information Technologies. 2021 Apr 15:1-27. doi:10.1007/s10639-021-10540-0
Tondeur J, Van Braak J, Sang G, Voogt J, Fisser P, Ottenbreit-Leftwich A. Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education. 2012 Aug 1;59(1):134-44. doi:10.1016/j.compedu.2011.10.009
Koehler MJ, Mishra P, Kereluik K, Shin TS, Graham CR. The technological pedagogical content knowledge framework. InHandbook of research on educational communications and technology 2014 (pp. 101-111). Springer, New York, NY. doi:10.1007/978-1-4614-3185-5_9
Delgado-Rebolledo R, Zakaryan D. Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education. 2020 Mar;18(3):567-87. doi:10.1007/s10763-019-09977-0.
Hsu CY, Liang JC, Chai CS, Tsai CC. Exploring preschool teachers' technological pedagogical content knowledge of educational games. Journal of Educational Computing Research. 2013 Dec;49(4):461-79. doi:10.2190/EC.49.4.c
Wu ML. Teachers' experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games. Michigan State University; 2015. doi:10.25335/M5GX2G
Salim U. Bandura, A.(1997). Self Efficacy The Exercise of Control. New York: WH Freeman and Company.
Hatlevik IK, Hatlevik OE. Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in psychology. 2018 Jun 13;9:935. doi:10.3389/fpsyg.2018.00935.
Hatlevik OE. Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research. 2017 Sep 3;61(5):555-67. doi:10.1080/00313831.2016.1172501.
An YJ, Cao L. The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. Tech Trends. 2017 Mar 1;61(2):162-70. doi:10.1007/s11528-016-0122-8.
Davis FD, Bagozzi RP, Warshaw PR. User acceptance of computer technology: A comparison of two theoretical models. Management science. 1989 Aug;35(8):982-1003. doi:10.1287/MNSC.35.8.982
Fathi R, Seif M.H. Causal model of acceptance and application of virtual learning in employees: The role of technology appropriateness -Job, self-efficacy and mental norm. Quarterly Journal of Human Resources Education and Development. Fourth Year, No. 12, Spring 2017,165-149. doi:4027213961207.
Siang JJ, Santoso HB. Students Perspective of learning Management System: An Empirical Evidence of Technology Acceptance Model in Energing Countries. Journal of Art, Science & Commerce. Researchers World. 2015 Apr 1;6(2):1.
Alshibly H. An empirical investigation into factors influencing the intention to use e-learning system: An extended technology acceptance model. British Journal of Applied Science & Technology. 2014 Jun 11;4(17):2440. doi:10.9734/BJAST/2014/10033.
Kirmizi O. Measuring technology acceptance level of Turkish pre-service English teachers by using technology acceptance model. Educational Research and Reviews. 2014 Dec 10;9(23):1323-33. doi:10.5897/ERR2014.1970
Alizadeh S, Sarmadi M, Seif MH, Mazloumian S. Standardizing Pedagogical Content Knowledge Scale of Digital Games Among High School Teachers. Research in School and Virtual Learning. 2020 May 21;7(4):9-20. doi:10.30473/ETL.2020.52198.3197
Wolters CA, Daugherty SG. Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of educational psychology. 2007 Feb;99(1):181. doi:10.1037/0022-0663.99.1.181
Kim BG, Park SC, Lee KJ. A structural equation modeling of the Internet acceptance in Korea. Electronic Commerce Research and Applications. 2007 Dec 1;6(4):425-32. doi:10.1016/j.elerap. 2006.08.005.
Chatzoglou PD, Sarigiannidis L, Vraimaki E, Diamantidis A. Investigating Greek employees’ intention to use web-based training. Computers & Education. 2009 Nov 1;53(3):877-89. doi:10.1016/j.compedu.2009.05.007.
Zare Moghadam A, Hesami MR, Rostami S, Ghorbani M .The Relationship between Information and Communication Technology Literacy and Computer Self-Efficacy in Exceptional School Teachers. Journal of Exceptional Education .Year 16 - February and March 2017, No. 6 in a row 143. http://ensani.ir/fa/article/download/370281
Hsu CY, Tsai MJ, Chang YH, Liang JC. Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Journal of Educational Technology & Society. 2017 Jan 1;20(1):134-43. https://eric.ed.gov/?id=EJ1125881
Kavanoz S, Yüksel HG, Özcan E. Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education. 2015 Jul 1;85:94-101. doi:10.1016/j.compedu.2015.02.005
Hiğde E, Uçar MB, Demir C. The investigation of self-efficacy of pre-service science teachers and pre-service physics teachers towards web pedagogical content knowledge regarding internet use habits. Procedia-Social and Behavioral Sciences. 2014 Feb 21;116:3395-9. doi:10.1016/J.SBSPRO.2014.01.771
Stewart J, Antonenko PD, Robinson JS, Mwavita M. Intrapersonal factors affecting technological pedagogical content knowledge of agricultural education teachers. Journal of Agricultural Education. 2013;54(3):157-70. doi:10.5032/jae.2013.03157
Abbitt JT. Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education. 2011 Jun 1;43(4):281-300. doi:10.1080/15391523.2011.10782573
Lee MH, Tsai CC. Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science. 2010 Jan;38(1):1-21. doi:10.1007/s11251-008-9075-4.
Akman O, Guven C. Analysis of TPACK self-efficacy perception levels of social studies teachers and pre-service teachers. International Journal of Contemporary Educational Research. 2015 Jan 21;2(1):1-2. https://www.researchgate.net/publication/330713605
Agyei DD, Keengwe J. Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies. 2014 Mar;19(1):155-71. doi:10.1007/s10639-012-9204-1
Dehghanzadeh H, Aliabadi Kh, Dehghanzadeh H. Educational computer games and factors related to their use.Teaching and Learning Technology. 2015, First Year, Issue 4, Fall 94. https://civilica.com/doc/664514/
Al-Harbi KA. E-Learning in the Saudi tertiary education: Potential and challenges. Applied Computing and Informatics. 2011 Jan 1;9(1):31-46. doi:10.1016/j.aci.2010.03.002.
Scott JE, Walczak S. Cognitive engagement with a multimedia ERP training tool: Assessing computer self-efficacy and technology acceptance. Information & Management. 2009 May 1;46(4):221-32. doi:10.1016/j.im.2008.10.003
Nov O, Ye C. Users' personality and perceived ease of use of digital libraries: The case for resistance to change. Journal of the American Society for Information Science and Technology. 2008 Mar;59(5):845-51. doi:10.1002/asi.20800.
Seif M. The Extended Causal model of Behavioral Intention to Web Based Learning: The Role of Learning Goal Orientation and Self-Regulated Learning. Research in School and Virtual Learning. 2015 Aug 23;3(9):45-56. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=356994
Talebi S, Mazlomian S, Akbari AR, Davodi A. Presenting a model of effective factors in the intention to use information technology in teaching and learning. Strides in Development of Medical Education. 2015 Feb 1;11(4):471-484.https://www.sid.ir/fa/journal/ViewPaper.aspx?id=318768
Akbari M, Nopsand SM, Zahdfr K and Naseri S. Investigating the effect of fascination on website features on users' satisfaction and use of social networks (Case study: Facebook), Journal of Modern Marketing Research. 2014, 4 (2), 95-110. https://www.noormags.ir/view/fa/articlepage/1241346/
Ma CM, Chao CM, Cheng BW. Integrating technology acceptance model and task-technology fit into blended e-learning system. Journal of Applied Sciences. 2013 May;13(5):736-42. doi:10.3923/jas.2013.736.742
Karaali D, Gumussoy CA, Calisir F. Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry. Computers in Human Behavior. 2011 Jan 1;27(1):343-54. doi:10.1016/j.chb.2010.08.012
Yuen AH, Ma WW. Exploring teacher acceptance of e‐learning technology. Asia‐Pacific Journal of Teacher Education. 2008 Aug 1;36(3):229-43. doi:10.1080/13598660802232779
Rose J, Fogarty GJ. Determinants of perceived usefulness and perceived ease of use in the technology acceptance model: senior consumers' adoption of self-service banking technologies. InProceedings of the 2nd Biennial Conference of the Academy of World Business, Marketing and Management Development: Business Across Borders in the 21st Century 2006 (Vol. 2, pp. 122-129). Academy of World Business, Marketing and Management Development.URL: https://eprints.usq.edu.au/1649/1/10_Janelle_Rose_Service_Technology_Adopt.pdf | ||
|
آمار تعداد مشاهده مقاله: 602 تعداد دریافت فایل اصل مقاله: 650 |
||