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Factors Affecting Students’ Continued Usage Intention Toward Business Simulation Games: An Empirical Study

While the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students’ continued usage inte... Full description

Journal Title: Journal of Educational Computing Research October 2015, Vol.53(2), pp.260-283
Main Author: Liao, Yi-Wen
Other Authors: Huang, Yueh-Min , Wang, Yi-Shun
Format: Electronic Article Electronic Article
Language: English
Subjects:
Quelle: Sage Journals (Sage Publications)
ID: ISSN: 0735-6331 ; E-ISSN: 1541-4140 ; DOI: 10.1177/0735633115598751
Link: https://journals.sagepub.com/doi/full/10.1177/0735633115598751
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recordid: sage_s10_1177_0735633115598751
title: Factors Affecting Students’ Continued Usage Intention Toward Business Simulation Games: An Empirical Study
format: Article
creator:
  • Liao, Yi-Wen
  • Huang, Yueh-Min
  • Wang, Yi-Shun
subjects:
  • Business Simulation Games
  • Expectation-Confirmation Theory
  • Flow Theory
  • Motivation Theory
  • Continued Usage Intention
  • Education
ispartof: Journal of Educational Computing Research, October 2015, Vol.53(2), pp.260-283
description: While the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students’ continued usage intention for business simulation games in a higher education context based on the expectation-confirmation theory, flow theory, and motivation theory. Data collected from 381 valid respondents were used to test the research model using the partial least squares approach. The results of this study can provide several important theoretical and practical implications for educational use of business simulation games. The results indicate that continuance usage intention is influenced by learning satisfaction, which is in turn affected by perceived learning performance, learning confirmation, and learning expectation, and that learning confirmation is affected by learning expectation through the mediation of perceived learning performance. Additionally, perceived playfulness affects perceived learning performance while learning motivation influences learning expectation.
language: eng
source: Sage Journals (Sage Publications)
identifier: ISSN: 0735-6331 ; E-ISSN: 1541-4140 ; DOI: 10.1177/0735633115598751
fulltext: no_fulltext
issn:
  • 0735-6331
  • 07356331
  • 1541-4140
  • 15414140
url: Link


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descriptionWhile the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students’ continued usage intention for business simulation games in a higher education context based on the expectation-confirmation theory, flow theory, and motivation theory. Data collected from 381 valid respondents were used to test the research model using the partial least squares approach. The results of this study can provide several important theoretical and practical implications for educational use of business simulation games. The results indicate that continuance usage intention is influenced by learning satisfaction, which is in turn affected by perceived learning performance, learning confirmation, and learning expectation, and that learning confirmation is affected by learning expectation through the mediation of perceived learning performance. Additionally, perceived playfulness affects perceived learning performance while learning motivation influences learning expectation.
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While the impact and value of simulation games have been investigated in the context of business and management education, few studies have investigated why students are willing to reuse the games or not. The main purpose of this study is to explore the determinants of students’ continued usage intention for business simulation games in a higher education context based on the expectation-confirmation theory, flow theory, and motivation theory. Data collected from 381 valid respondents were used to test the research model using the partial least squares approach. The results of this study can provide several important theoretical and practical implications for educational use of business simulation games. The results indicate that continuance usage intention is influenced by learning satisfaction, which is in turn affected by perceived learning performance, learning confirmation, and learning expectation, and that learning confirmation is affected by learning expectation through the mediation of perceived learning performance. Additionally, perceived playfulness affects perceived learning performance while learning motivation influences learning expectation.

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