Investigating elementary students' epistemological beliefs, game preference by applying game-based learning to a history course

In this study, a game integrated historical events were designed for improving and promoting students' motivation and understanding for history education. For this reason, the epistemological beliefs were incorporated in the model to explore students' digital games preference by applying technology acceptance model (TAM). A total of 112 fifth grade students in an elementary school were participated in a four-week digital history game learning. A partial least squares (PLS) technique applied to verify that intention to use digital games was directly influenced by students' game preferences and epistemological beliefs. Therefore, educators should recognize and enhance students' epistemological beliefs when implementing the game-based learning, and increase students' game learning effectiveness.