Predicting Adoption Intentions of Game Simulators in Algorithmic Thinking Development: Applying and Extending UTAUT in Nigerian Higher Education

Abstract

This study investigated students' behavioral intentions toward adopting game simulators for algorithmic thinking development using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A cross-sectional survey design was employed to collect data from 611 computing students across nine universities in Northeast Nigeria through a two-stage sampling procedure involving purposive selection of computing faculties followed by random student sampling. A structured questionnaire based on validated UTAUT scales measured performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4.0 software. The measurement model demonstrated adequate reliability and validity, with Cronbach's alpha coefficients ranging from 0.80 to 0.89. Results showed that performance expectancy (β = 0.28, p < 0.01), effort expectancy (β = 0.22, p < 0.05), and social influence (β = 0.19, p < 0.05) significantly predicted behavioral intention, explaining 27% of variance (R² = 0.27). Facilitating conditions showed no significant effect (β = 0.09, p > 0.05), suggesting infrastructural support does not directly influence adoption intentions. Behavioral intention significantly predicted actual usage behavior (β = 0.41, p < 0.001, R² = 0.17). Gender moderated the performance expectancy-behavioral intention relationship, with stronger effects for male students (β = 0.34) than female students (β = 0.19). These findings demonstrate that game simulator adoption is primarily driven by perceived usefulness, ease of use, and social endorsement. The study provides actionable insights for educators and policymakers, suggesting that successful implementation requires demonstrating educational benefits, ensuring intuitive design, and leveraging peer influence and instructor advocacy