| Variable | Items | References | Scale |
|---|---|---|---|
| Items for general details | |||
| Gender | a) Male, b) Female, c) Prefer not to say | - | Limited set of answers |
| Age | a) 14, b) 15, c) 16, d) 17, e) 18 or over | - | Limited set of answers |
| Items for dependent variables | |||
| Intention to continue playing | IC1: I would like to be able to continue playing educational video games, rather than stop using them. | Zhou (2011); Nguyen (2015) | Five-point Likert scale, where one: totally disagree; two: disagree, three: neutral; four: agree; and five: totally agree. |
| IC2: If I could choose to continue to learn using educational video games or a traditional method, I would pick an educational video game. | |||
| IC3: I would like to include an educational video game in my education. | |||
| Perceived enjoyment | PE1: I feel like I’m having fun when I play educational video games. | Zhou (2011); Nguyen (2015) | |
| PE2: I find it exciting to be able to include an educational video game in my classes. | |||
| PE3: I find playing educational video games entertaining (I lose track of time). | |||
| Items for independent variables – UTAUT | |||
| Performance expectancy | PX1: Using educational video games would improve my life and my performance in school. | Rahman et al. (2018); Compeau et al. (1999) | Five-point Likert scale, where one: totally disagree; two: disagree, three: neutral; four: agree; and five: totally agree. |
| PX2: Using educational video games is useful for my learning. | |||
| PX3: I think that if I use an educational video game, I will expand my knowledge. | |||
| Effort expectancy | EX1: I believe educational video games are easy to use. | Davis (1989); Davis et al. (1989); Venkatesh et al. (2003) | |
| EX2: I find it easy to learn to use educational video games. | |||
| EX3: I believe it is important that the way I interact with educational video games is clear and understandable. | |||
| Facilitating conditions | FC1: I have the necessary skills to use educational video games. | Moore & Benbasat, (1991); Venkatesh et al. (2003) | |
| FC2: I think educational video games are well suited to the way that I like to learn. | |||
| Items for independent variables – Game elements | |||
| Quests | Q1: Playing educational video games tests my knowledge and skills. | Nguyen (2015); Seaborn et al. (2017) | Five-point Likert scale, where one: totally disagree; two: disagree, three: neutral; four: agree; and five: totally agree. |
| Q2: I find the challenges/tasks/quests in educational video games interesting (constructing buildings, answering questions, among others). | |||
| Q3: The tasks/quests in educational video games (constructing buildings, answering questions, among others) encourage me to continue playing. | |||
| Performance statistics | PS1: Making progress/advancing in educational video games entertains and motivates me. | Alabbasi (2017) | |
| PS2: I find it interesting to see the progress I am making in educational video games – that is, the way I measure my own performance against myself. | |||
| PS3: I would be more interested in competing if I could compare my performance in an educational video game with that of other students in a leaderboard. | |||
| PS4: A leaderboard in which I could compare my performance with that of other students in educational video games would motivate me to improve and succeed. | |||
| Levels | L1: I want to reach the last level in educational video games. | Seaborn et al. (2017) | |
| L2: I find it interesting to move up levels in educational video games. | |||
| Narratives | NA1: I find that the questions I am asked in educational video games are important. | Nguyen (2015) | |
| NA2: I find that the stories in educational video games are important. | |||
| NA3: I find that feedback (information I receive when I answer a question or give my opinion) in educational video games is interesting and allows me to learn. | |||
| NA4: I like it when educational video games are visually appealing. | |||
| NA5: For me, it is important that the visual and sound elements in educational video games are pleasing. | |||
| Badges | B1: Earning a badge (an award) in an educational video game would motivate me. | Alabbasi (2017) | |
| B2: I find earning badges (awards) in educational video games interesting. | |||
| Additional questions in the pilot test | |||
| Were all the statements clear to you? | Nominal scale (yes or no). | ||
| If you answered no, which statements were not clear? Please write the numbers of the statements that were NOT clear and the reason why. | Open-ended response. | ||