Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers

Abstract

Purpose

This paper aims to focus on the intention to use of the Backstage game by teachers delivering entrepreneurship course at Tunisian public universities. A research model was developed based on a literature review of the variables that would affect the intention to use this game.

Design/methodology/approach

Data were collected by survey questionnaires, and a partial least square-structural equation model approach was adopted to analyze these data. Overall, the whole model was able to account for 61.3% of variance in the construct intention to use.

Findings

Results showed the relevance of both perceived behavioral control and teaching experience as the main determinants of the intention to use Backstage game. Positive and significant linkages were also found among perceived behavioral control, social influence and perceived ease of use. Moreover, it was found that perceived ease of use and social influence are significant determinants of perceived usefulness. Perceived usefulness and perceived enjoyment had significant effects on attitude towards intention to use this game.

Originality/value

To the best of the authors’ knowledge, this research represents the first empirical study to investigate among Tunisian university teachers their intention to use a serious game technology dedicated to making the entrepreneurship course more attractive.

Citation

Sghari, A. and Bouaziz, F. (2023), "Determinants of the intention to use serious games technology in entrepreneurship education: an empirical study of Tunisian teachers", Interactive Technology and Smart Education, Vol. 20 No. 1, pp. 1-18. https://doi.org/10.1108/ITSE-05-2021-0082