Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning

Ya-Ming Shiue; Yu-Chiung Hsu

doi:10.12973/ejmste/77949

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Ya-Ming Shiue ¹, Yu-Chiung Hsu ² ^*

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¹ Department of Applied Informatics and Multimedia, Chia-Nan University of Pharmacy of Science, Tainan, TAIWAN² Department of Public Relations and Advertising, Kun-Shan University, Tainan, TAIWAN^* Corresponding Author

Abstract

Due to the rapid progress of information technology and the Internet generation of students now on campus, game-based learning (GBL) has become an important issue with regard to education. In addition, in an increasingly competitive work environment, students need to cultivate not only their own abilities, but also the ability to collaborate with colleagues after graduation. However, such collaboration needs to be directed by appropriate guidance in order to demonstrate the expected results, and the rules of the related game guide can be applied to achieve this. Therefore, it is of interest to analyse students’ learning processes in a digital game with a collaborative learning environment. In this study, we designed a digital history game providing collaboration opportunities for learners to solve problems. The partial least squares (PLS) approach was applied to analyse the effects of this collaboration on the attitude towards and willingness to use game learning, in order to validate our research model.

Keywords

game-based learning
collaborative learning
expectation confirmation model
Technology Acceptance Model
social influence
continuance usage intention

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 10, 6445-6455

https://doi.org/10.12973/ejmste/77949

Publication date: 24 Sep 2017

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Article Downloads: 1182

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How to cite this article

APA

Shiue, Y.-M., & Hsu, Y.-C. (2017). Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6445-6455. https://doi.org/10.12973/ejmste/77949

Vancouver

Shiue YM, Hsu YC. Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. EURASIA J Math Sci Tech Ed. 2017;13(10):6445-55. https://doi.org/10.12973/ejmste/77949

AMA

Shiue YM, Hsu YC. Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. EURASIA J Math Sci Tech Ed. 2017;13(10), 6445-6455. https://doi.org/10.12973/ejmste/77949

Chicago

Shiue, Ya-Ming, and Yu-Chiung Hsu. "Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 10 (2017): 6445-6455. https://doi.org/10.12973/ejmste/77949

Harvard

Shiue, Y.-M., and Hsu, Y.-C. (2017). Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), pp. 6445-6455. https://doi.org/10.12973/ejmste/77949

MLA

Shiue, Ya-Ming et al. "Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 10, 2017, pp. 6445-6455. https://doi.org/10.12973/ejmste/77949