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RESEARCH PAPER
Understanding Factors that Affecting Continuance Usage Intention of Game-Based Learning in the Context of Collaborative Learning
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, TAIWAN
 
2
Department of Public Relations and Advertising, Kun-Shan University, Tainan, TAIWAN
 
 
Online publication date: 2017-09-24
 
 
Publication date: 2017-09-24
 
 
Corresponding author
Yu-Chiung Hsu   

Department of Public Relations and Advertising, Kun-Shan University, No.195, Dawan Rd., Yongkang Dist., Tainan City, Taiwan
 
 
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6445-6455
DOI: https://doi.org/10.12973/ejmste/77949
 
 
Article (PDF)
References (47)
 
KEYWORDS
game-based learning
collaborative learning
expectation confirmation model
Technology Acceptance Model
social influence
continuance usage intention
 
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.
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