UNDERSTANDING FACTORS INFLUENCING EFL SCHOOL TEACHERS’ ADOPTION OF SERIOUS GAMES THROUGH TPACK-SG AND EXTENDED TAM
Abstract
Drawing on the Technological Pedagogical Content Knowledge for Serious Games (TPACK-SG) framework and an extended Technology Acceptance Model (TAM), this study examines Indonesian English as a Foreign Language (EFL) school teachers’ intention to use serious games in English teaching. Data from 266 purposively sampled secondary school teachers were tested using partial least squares structural equation modeling (PLSSEM) with SmartPLS 4. The results reveal that: (1) serious game knowledge emerges as a strong predictor of serious game content knowledge and serious game pedagogical knowledge, followed by serious game pedagogical content knowledge; (2) serious game pedagogical knowledge significantly influences serious game pedagogical content knowledge, while serious game content knowledge shows no direct effect; (3) perceived usefulness is most strongly determined by perceived ease of use, followed by perceived enjoyment and serious game pedagogical content knowledge; (4) perceived ease of use is strongly shaped by serious game self-efficacy and serious game pedagogical knowledge; (5) perceived usefulness has the strongest direct impact on attitude, followed by perceived enjoyment and perceived ease of use; (6) attitude and perceived usefulness primarily drive behavioral intention, followed by perceived usefulness, but school support and gamification anxiety do not significantly influence behavioral intention. These results provide practical implications for policy and support the integration of serious games into English language teaching.
Keywords
EFL teaching, EFL school teachers, serious games, TAM, TPACK-SG
Ethical Statement
References
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