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Lookup NU author(s): Dr Haytham Siala, Sandeep Jagger
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Emerald, 2020.
For re-use rights please refer to the publisher's terms and conditions.
This paper investigates whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge.A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North-American and two British universities. The survey data and the conceptual model has been analysed and tested using CFA (confirmatory factor analysis) and SEM (structural equation modelling).Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as ‘real life’ scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease-of-use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool.For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning.For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions. In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.
Author(s): Siala H, Kutsch E, Jagger S
Publication type: Article
Publication status: Published
Journal: Information Technology & People
Year: 2020
Volume: 33
Issue: 2
Pages: 424-455
Print publication date: 09/03/2020
Online publication date: 07/08/2019
Acceptance date: 23/05/2019
Date deposited: 26/07/2019
ISSN (electronic): 0959-3845
Publisher: Emerald
URL: https://doi.org/10.1108/ITP-08-2018-0385
DOI: 10.1108/ITP-08-2018-0385
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