Parental acceptance of digital game-based learning

  • Authors:

  • Jeroen Bourgonjon;Martin Valcke;Ronald Soetaert;Bram de Wever;Tammy Schellens

  • Affiliations:

  • Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium;Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium;Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium;Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium;Department of Educational Studies, Ghent University, H. Dunantlaan 2, 9000 Ghent, Belgium

  • Venue:
  • Computers & Education
  • Year:
  • 2011

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Abstract

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs about games. The present research develops and validates a path model to explain and predict parental acceptation of video games in the classrooms of their children. The hypothetical model was found reliable and valid, based on a survey of 858 parents with at least one child in secondary education. Overall, the results show that 59% of the variance in parents' preference for video games can be explained by the model comprising hypotheses about learning opportunities, subjective norm, perceived negative effects of gaming, experience with video games, personal innovativeness, and gender.