Applying the technology acceptance model to investigate the factors comparing the intention between EIVG and MCG systems

This study investigated technology acceptance model of students by using Embodied Interactive Video Games (EIVGs) and Mouse Click Games (MCGs) to learn English tenses. Junior high students (N = 200) were selected, and divided into two groups. Selected students in both EIVG and MCG group have to practice English tenses five times. After the practice, all students have to fill the technology acceptance model questionnaire. The results of this study indicated that students' attitude and intentions may influence by the Perceived Usefulness. If the game makes students learn more from the content, it will trigger students' attitude and intention to use game-based learning systems.