Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

Abstract

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data via online questionnaires through google form. Structural Equation Modelling (SEM) with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence (PEU and SN) relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention (BI), as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis

“…Schools should consider incorporating students' self-regulated learning into their curriculum. By using classroom games and dynamic mathematics software (Wijaya et al, 2020(Wijaya et al, , 2022a, teachers can let students develop a better understanding of self-regulation strategies and stimulate their selfregulation learning. Mathematics teachers should provide specialized instruction and related training activities tailored to students with different self-regulated learning profiles.…”

A model for integrating microgames in teaching primary education for sustainable development

“…This is because ESD teaching framework is in favor of studentcentered, collaborative, action-oriented and interdisciplinary teaching approach (UNESCO, 2017b(UNESCO, , 2020. While studies that support the use of microgames have focused on a singlesubject teaching approach (Seidler, 2021;Rahmadi et al, 2022;Wijaya et al, 2022), the present study went further to reveal the potential of microgames to facilitate interdisciplinary teaching approach. Therefore, there is a need to consider microgames as teaching resources in the implementation of ESD.…”

“…by providing engaging learning experiences, simulation games can support the whole learning process, because they provide a situation where the learner can directly acquire new knowledge and skills." Moreover, studies have revealed that mathematics (Rahmadi et al, 2022;Wijaya et al, 2022) and language (Seidler, 2021) are among the subjects whose teaching and learning could benefit from the use of microgames in the classroom. Therefore, this call for educators to consider microgames as one of the useful teaching resources.…”

Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory

“…Schools, where teachers work, ought to increase subjective well-being alongside reducing and managing stress levels caused by many factors, such as engagement [27]. Therefore, their job becomes more fun and innovation can be carried out with learning media or models for better performance as 21st century mathematics teachers [108,109]. This study aimed to: (1) determine the factors related to mathematics teachers' stress levels and subjective well-being, and (2) observe those with the greatest significant effect on improving well-being and reducing stress levels.…”