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Article
Publication date: 6 June 2016

Kalliopi Evangelia Stavroulia, Evanthia Makri-Botsari, Sarantos Psycharis and Gerassimos Kekkeris

Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology…

Abstract

Purpose

Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester.

Design/methodology/approach

SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities.

Findings

The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction.

Originality/value

The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.

Details

The International Journal of Information and Learning Technology, vol. 33 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 6 July 2015

Bello Zainab, Muhammad Awais Bhatti, Faizuniah Bt Pangil and Mohamed Mohamed Battour

– The purpose of this paper is to highlight the factors that aid e-training adoption in the Nigerian civil service.

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Abstract

Purpose

The purpose of this paper is to highlight the factors that aid e-training adoption in the Nigerian civil service.

Design/methodology/approach

This paper is based on a review of past literature from databases, reports, newspapers, magazines, etc. The literature recognised the role of perceived cost, computer self-efficacy, availability of resources and perceived support in e-training adoption. Using technology acceptance model (TAM), this paper explained the importance of these variables in e-training adoption in developing country context.

Findings

The authors found that the combined role of perceived cost, computer self-efficacy, technological infrastructure, Internet facilities, power supply, organisational support, technical support and government support is critical for e-training adoption in developing countries, particularly in Nigeria. Thus, the authors proposed the combination of these variables which would encourage future research on the use of TAM in technology adoption.

Research limitations/implications

This paper gives an elaboration of the role of computer self-efficacy, perceived cost, availability of resources and perceived support with TAM as base of the framework. This provides researchers the opportunity to test the proposed framework empirically and further suggest other variables that can aid e-training adoption in the context of developing country.

Practical implications

The result of this paper can serve as a guide to managers and policymakers to have a better understanding of the requirements for e-training adoption, especially in developing countries. This will go a long way towards designing good policies that could maximise e-training results.

Originality/value

This paper adds to the existing literature on e-training and TAM with the suggestion of proposed variables.

Details

European Journal of Training and Development, vol. 39 no. 6
Type: Research Article
ISSN: 2046-9012

Keywords

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