Educational computer games have been widely employed to facilitate students’ learning. Studies have pointed out that these games may improve students’ learning effectiveness when they are equipped with appropriate learning strategies. However, the role of learning strategies in students’ acceptance of educational computer games has received surprisingly little scholarly attention. Hence, this research proposed two learning scenarios to address this question. Students in the first scenario were offered an educational computer game with a learning strategy, while those in the second were offered the same game without the strategy. A quasi-experimental design with a research model was constructed to examine the role of learning strategies in students’ acceptance of the given game. In this study, 65 students participated in the two learning scenarios. Two research findings are presented: (1) the adoption of the learning strategy not only affected students’ acceptance of the game, but also made their perceived ease of use significantly influence their perceived enjoyment, perceived usefulness, and attitude towards using; (2) with or without the learning strategy, perceived enjoyment was the most important factor that affected students’ acceptance of the game, while perceived usefulness, attitude towards using, and perceived control exerted no influence on this issue.

中文翻译：

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从学习策略的角度探讨学生对计算机教育游戏的接受程度

教育性计算机游戏已被广泛采用以促进学生的学习。研究指出，这些游戏如果配备适当的学习策略，可能会提高学生的学习效率。但是，学习策略在学生接受计算机教育游戏中的作用令人惊讶地很少受到学术关注。因此，本研究提出了两种学习方案来解决这个问题。给第一种情况的学生提供了具有学习策略的教育性计算机游戏，而给第二种情况的学生提供了没有策略的相同游戏。构造了带有研究模型的准实验设计，以检验学习策略在学生接受给定游戏中的作用。在这项研究中，有65名学生参加了这两种学习方案。提出了两个研究结果：（1）采用学习策略不仅影响学生对游戏的接受程度，而且使他们的感知易用性显着影响他们的感知乐趣，感知有用性和使用态度；（2）有或没有学习策略，知觉的享受是影响学生对游戏的接受程度的最重要因素，而知觉的有用性，使用态度和知觉控制对这一问题没有影响。