| 我国教师对教育游戏的接受与使用状况调查 |
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| 引用本文： | 赵永乐,蒋宇,何莹.我国教师对教育游戏的接受与使用状况调查[J].开放教育研究,2022,28(1):51-61. |
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| 作者姓名： | 赵永乐 蒋宇 何莹 |
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| 作者单位： | 红河学院教师教育学院,云南蒙自661199;中央电化教育馆研究部,北京100031 |
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| 基金项目： | 云南省教育科学规划课题“云南省教师对教育游戏的接受状况及影响因素的调查研究”(AD18010)。 |
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| 摘 要： | 教育游戏作为备受关注的教育技术,近年来在国内的推广和使用并不顺利。技术接受模型认为,除了技术本身的有用性和易用性,还存在其他外部变量显著影响该技术的系统使用。为了解我国教师对教育游戏的接受状况,检验技术接受模型中可能的外部变量,本研究在前期研究的基础上,使用经过结构化检验的标准问卷抽样调查了6809名教师。研究发现,性别、年龄、教师学历、学校类型、城乡差别等因素对教师的接受过程产生一定影响,但程度较弱。相对而言,技术准备和主观印象因素的影响更显著和重要。研究据此对原有接受模型进行了完善。新模型在保留主观态度因素的同时引入技术准备和主观印象两个外部变量,其结构符合“双态度系统”理论的预期。文章讨论了产生这些结果的可能原因,并提出具有游戏化性质的教育软件是推广教育游戏的重要引导手段,同时应加大对具有相应技术准备的中青年骨干教师的推广力度。
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| 关 键 词： | 教育游戏 教师 技术接受 主观印象 技术准备 |
A Survey Research on Chinese Teachers' Acceptance and Using of Educational Games |
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| ZHAO Yongle,JIANG Yu,HE Ying.A Survey Research on Chinese Teachers' Acceptance and Using of Educational Games[J].Open Education Research,2022,28(1):51-61. |
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| Authors: | ZHAO Yongle JIANG Yu HE Ying |
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| Institution: | (School of Teacher Education, Honghe University, Yunnan Mengzi 661199, China;National Center for Educational Technology, Beijing 100031, China) |
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| Abstract: | As a highly anticipated educational technology,the educational game is not well promoted and used in China in recent years.The Technology Acceptance Model(TAM)argues that,except for the perceived usefulness and ease of use of the technology,other external variables significantly affect the actual system usage of this technology.To investigate Chinese teachers'acceptance of educational games and TAM's possible external factors,the researchers surveyed 6809 teachers with the structured test standard questionnaire.The sampling took into account the natural distribution of demographic variables as well as different teaching and educational technology readiness.Through the difference significance test on the influence of various variables,the results found that gender,age,teacher education,school type,urban and rural differences,and other factors have a certain influence on the acceptance path of teachers to educational games,but these factors'influence was slight.Relatively speaking,the influence of Technical Readiness and Subjective Norm is more comprehensive and significant.Based on these results,the traditional technology acceptance model is supplemented.The factors of"technology readiness"and"Subjective Norm"are supplemented in the model while the factor of subjective attitude is retained.The construction of the new model is in accordance with the"Dual Attitudes System."This paper discusses the possible reasons for these results and points out that educational software with gamification is an important guiding means to promote educational games.At the same time,we should strengthen the propaganda of young and middle-aged backbone teachers who have corresponding technical readiness. |
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| Keywords: | educational games teachers technology acceptance subjective norm technical readiness |
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