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This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools.Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.
While numerous previous studies have focused on the use of some corporate e-learning programmes (CELP), little is known about the difference between users’ pre-installation reactions to CELP and user’s post-installation reactions to CELP. This study narrows the above gap with two investigations into a financial company’s CELP. In the pre-installation phase, we surveyed users’ need for cognition, attitudes towards corporate e-learning and intentions for the use of corporate e-learning (INT) in relation to the CELP. Ten months after the installation, we conducted a second investigation to examine learning outcomes on the basis of users’ perceptions of CELP utility, CELP satisfaction, affective reaction to CELP and the actual CELP usage (UGE).We examined the proposed model with multiple regression analyses and found a gap between INT and UGE. The second investigation identified potential factors that contributed to the differences in UGE between two groups of high-INT learners. Results indicated that time management and technical problems were the two critical factors that led to UGE differences. Findings of this study can illuminate relationships among learners’ attitudes, usage and reaction towards the CELP.
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