Student perceptions of game-based learning in civic education: A Technology Acceptance Model (TAM) approach
DOI:
https://doi.org/10.21831/jc.v23i2.96527Keywords:
civic education, games-based learning, Technology Acceptance Model (TAM)Abstract
The development of digital technology has brought significant changes to learning practices in higher education, particularly in the use of games that are close to students' lives. This study aims to analyze students' perceptions of game-based learning in civic education using digital game learning media. The study used a quantitative approach, employing a survey, with 120 students from Universitas Negeri Semarang (UNNES) across various study programs and semesters in 2025-2026. The researcher collected data through a Likert-scale questionnaire and analyzed it using quantitative descriptive methods within the Technology Acceptance Model (TAM), which comprises indicators of perceived usefulness and perceived ease of use. The results showed that students had a relatively moderate level of game play and exhibited positive perceptions of the use of digital games as learning media. Students assessed that digital games can increase interest in learning, help understand the material, and have the potential to develop student character traits such as tolerance, appreciation, honesty, and responsibility. However, students also recognized the potential negative impacts, namely the risk of game addiction and decreased focus on learning. These findings indicate that the use of games in learning needs to be pedagogically directed and based on values. Theoretically, this study strengthens the relevance of TAM in civic education while providing an empirical basis for developing game-based learning media that support student character building.
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