The purpose of this paper is to investigate tertiary students’ acceptance of digital game-based learning (DGBL). Specifically, it investigated the influence of learning motivation, enjoyment, and perceived usefulness on students’ behavioral intention to play an information literacy (IL) game.
In total, 150 tertiary students were recruited to play an IL game, and fill in a survey questionnaire. Multiple linear regression was performed.
Results indicated that attention, satisfaction, affective enjoyment, and perceived usefulness were significant determinants for the behavioral intention to play IL games. However, relevance, confidence, cognitive enjoyment, and behavioral enjoyment were not found to predict their behavioral intention.
The authors did not consider other factors in the hypotheses, such as the mediating effects of enjoyment on behavioral intention, and the influence of students’ individual characters such as learning styles or personalities on their behavioral intention of using DGBL. Further, the IL game used in the study, Library Escape, may reduce generalizability of the results. The study used self-reported attitudinal data from survey questionnaires, while behavioral data were not considered.
The results showed that pedagogical features, enjoyment factors, and perceived usefulness remain critical in the uptake of IL games by students. Further, the study demonstrated that instead of behavioral or cognitive dimensions of enjoyment, players are more concerned with affective enjoyment. Hence, developing DGBL with affective features should be pursued.
By taking into consideration both pedagogical and gameplay characteristics of DGBL to explain students’ acceptance of IL games, this study integrates and extends previous studies in the context of IL games. Additionally, instead of using perceived enjoyment as a single dimensional construct, this study adopted a multifaceted, more nuanced perspective on the perceived enjoyment of DGBL.
