Acceptance of Architecture-Related Content Videogames in Landscape Architecture Education: A Simplified UTAUT 2 Model

Videogames have been used within education, and previous research has widely discussed the benefits students can gain from videogames. However, studies analyzing students' acceptance of videogames as a learning activity are scarce. Educators should realize that students may not gain the full educational benefits that videogames offer if they do not have a genuine interest to accept and play the game. This study aims to determine students' acceptance of architecture-related content videogames throughout their landscape architecture education. This study adopted the simplified unifier theory of acceptance and use of technology 2 as the theoretical framework, primarily investigating the role of hedonism motivation, habits, and social influence in students' play intention and behaviour. A total of 58 participants' responses were analyzed using partial least squares structural equation modeling (PLS-SEM). The results revealed that hedonic motivation and habit have significant effects on students' playing intention, whereas social influence lacks a significant impact. In addition, the students' play behaviour of architecture-related content videogames is determined by their intentions.