Training is a key resource for fostering knowledge as a competitive asset. As in other fields, in learning, innovation emerges with disruptive methods such as gamification. Serious games are a proven efficient training method based on the incorporation of traditional elements of games, such as entertainment, into learning. But as with any other innovation, people must be willing to use the new method. The use of even a proven serious game will not have any positive effect if students do not accept it. It is thus essential to analyze the intention to use serious games in management training contexts. This research uses an adapted CAN (Cognitive-Affective-Normative) model to explore the intention to use a serious game – Lego© Serious Play© – in a sample of higher-education students in their capacity as future professionals. The results show that the most critical factor influencing the intention to use serious games is expected learning performance. The proposed model opens a new methodology for studying the behavioral intention to use other innovative management-training methods and to enrich the deployment of serious game training strategies in management education.

培训是培养作为竞争资产的知识的关键资源。与其他领域一样，在学习中，通过游戏化等颠覆性方法出现了创新。严肃游戏是一种行之有效的训练方法，它基于将娱乐等传统游戏元素融入学习中。但与任何其他创新一样，人们必须愿意使用新方法。如果学生不接受，即使使用经过验证的严肃游戏也不会产生任何积极影响。因此，必须分析在管理培训环境中使用严肃游戏的意图。本研究使用经过调整的 CAN（认知-情感-规范）模型来探索在高等教育学生作为未来专业人士的身份样本中使用严肃游戏 Lego© Serious Play© 的意图。结果表明，影响严肃游戏使用意愿的最关键因素是预期学习表现。该模型为研究使用其他创新管理培训方法的行为意图并丰富管理教育中严肃的游戏培训策略的部署开辟了一种新的方法。