Date of Award

Winter 2015

Document Type


Degree Name

Doctor of Philosophy (PhD)


STEM Education & Professional Studies


Occupational and Technical Studies

Committee Director

Darryl Draper

Committee Member

Kevin Moberly

Committee Member

Cindy Tomovic


This study determined the influence of the learner factors on Soldier attitudes toward the use of serious gaming for U.S. Army training and leader development. It extended Selwyn's work (Selwyn, 1997a, 1997b, 2003, 2004, 2006, 2013; Selwyn, Gorard, Furlong, & Madden, 2003) identifying or measuring attitude toward using a technology and Bonanno and Kommers (2008) work extending Selwyn's work to measure the influence of learner factors on those attitude components toward the use of Army serious gaming for instructional purposes. The population studied was 709 Active duty U.S. Army Soldiers.

This quantitative non-experimental descriptive research design methodology used a 21-item instrument derived from items created and validated by Selwyn and other researchers and modified by Bonanno and Kommers (2008). The revised instrument corrected Bonanno and Kommers items that combined two or more attitudinal objects in a single question that might have resulted in a response bias. It used terms familiar to the population to define more precisely their attitude toward Army Serious Gaming (ASG).

This study found no statistically significant difference between active duty U.S. Army Soldiers in their general attitude toward Army Serious Gaming (ASG) based on their gender, age or military class. This study found statistically significant differences in their general attitude toward ASG between active duty U.S. Army Soldiers based on their education level and perceived gaming competence. Statistically significant differences between active duty U.S. Army Soldiers within specific affective, perceived control, perceived usefulness, and behavioral attitude constructs toward ASG are discussed.


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