教师对教育游戏的接受度与技术接受路径模型研究——基于509份调查数据的因子和路径分析  

Research on Teachers’ Acceptance Degree and Technology Acceptance Path Model of Educational Games:Factor Analysis and Path Analysis based on 509 Survey Data

作　　者：赵永乐[1] 何莹[1] 蒋宇[2] 尚俊杰[3] Zhao Yongle;He Ying;Jiang Yu;Shang Junjie(School of Teacher Education,Honghe University,Mengzi Yunnan 661199;Research Department,National Center for Educational Technology,Beijing 100031;Graduate School of Education,Peking University,Beijing 100871)

机构地区：[1]红河学院教师教育学院,云南蒙自661199 [2]中央电化教育馆研究部,北京100031 [3]北京大学教育学院,北京100871

出　　处：《远程教育杂志》2019年第6期100-110,共11页Journal of Distance Education

基　　金：国家社科基金“十三五”规划2017年度教育学一般课题“基于学习科学视角的游戏化学习研究”(项目编号：BCA170072);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”(项目编号：AD18010)的研究成果

摘　　要：作为一项新兴且有前景的教育技术,教育游戏在未来教育环境下具有广泛的使用价值。一线教师是普及和实施教育游戏的关键群体,然而,他们对该技术的接受度和接受路径尚不明确。为了解决这一问题,采用因子分析和路径分析的方法,通过分析来自509位教师的调查数据,编制了针对中小学教师教育游戏接受度的标准问卷,并尝试构建了教师对这一技术的接受路径模型。研究结果显示:决定教育游戏使用倾向的主要因素是"教师是否认为教育游戏能提升学生成绩和教学管理"。在此过程中,教师对教育游戏的主观态度起到部分中介的效果,主观态度同时还影响教师对客观障碍的感知。该模型与经典的技术接受模型(TAM)总体吻合但又存在一些区别,主要表现为易用性感知因子不能作为使用倾向的预测因子。这些发现,对教育游戏在教师中的推广、应用,对于教育游戏的研发和制作,以及确定未来研究方向,均有指导价值。As an emerging and promising educational technology, educational games can be widely used in the future educational environment. Teachers play a key figure in the popularization and implementation of this technology, but their acceptance degree and the acceptance path of this new technology have not yet been confirmed. In order to understand teachers’ acceptance process of educational games and others influencing factors, the researchers conduct a questionnaire survey on 509 teachers. Through factor analysis and path analysis of the data, a standard educational game acceptance questionnaire for teachers is compiled, and an acceptance path model of this technology is explored. Results show that the key factors influencing teachers’ use tendency of educational games are whether educational games can improve students’ achievements and teaching managements.Teachers’ subjective attitude towards educational game plays a partial mediating effect in this path. Subjective attitude also affects teachers’ perception of objective obstacles. This model is generally consistent with the classical technology acceptance model(TAM), except few differences.These findings have guiding value for the promotion and application of educational games in teachers, for the development and production of educational games, still can be used to determine future research directions.

关 键 词：教育游戏 教师 因子分析 路径分析 技术接受模型 

分 类 号：G434[文化科学—教育学]