Understanding Determinants of Management Simulation Games Adoption in Higher Educational Institutions Using an Integrated Technology Acceptance Model/Technology–Organisation–Environment Model: Educator Perspective
Background and Methods: A primary survey of a multi-national sample of higher institutional educators has been conducted to investigate the determinants of the adoption of management simulation games. The research model is developed based on the technology acceptance model (TAM) and technology–organ...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-01-01
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| Series: | Information |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2078-2489/16/1/45 |
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| Summary: | Background and Methods: A primary survey of a multi-national sample of higher institutional educators has been conducted to investigate the determinants of the adoption of management simulation games. The research model is developed based on the technology acceptance model (TAM) and technology–organisation–environment (TOE). Structural equation modelling has been used to test the research model. The paper focuses on the use of management simulation games among educators in higher educational institutions (HEIs). Its purpose is to determine the factors influencing educators’ use of these games from both individual and institutional perspectives. The TAM captures the individual perspective, while the TOE framework addresses the institutional perspective. The structural equation model confirmed most of the TAM hypotheses. Results: However, the model does not support the hypotheses regarding the relationship between perceived ease of use and attitude toward usage or between perceived ease of use and perceived usefulness. The technological factors within the TOE framework did not significantly impact perceived usefulness, only perceived ease of use. Conclusion: The combined TAM-TOE model has demonstrated valid representativeness. Previous research on the usage of management simulation games has primarily focused on students, neglecting the broader perspective of educators in HEIs in business and economics within both the TAM and TOE frameworks. |
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| ISSN: | 2078-2489 |