applications such as email [16], multimedia learning [17], World Wide Web [18, 19] and e-courseware [20]. We employed Venkatesh���s revision of the TAM model [21] in this paper. There is no research known to us that considers the acceptance of serious games from the learner���s viewpoint by using the Technology Acceptance Model. We wish to demonstrate that the proposed framework is effective for learning, and to confirm that serious games, based on the proposed framework, would be both accepted by the learner and would be useful for learning. We believe these issues can be answered by using the Technology Acceptance Model applied to serious games. The highlighted serious games attributes in Table 1 identifies four of the attributes (transfer of learnt skills, learner control, reward, and situated learning) selected as the most important in their association with the TAM model. Figure 2 shows the resulting TAM model in the SEM format. TABLE 1 THE SELECTED SERIOUS GAMES ATTRIBUTES WITH THEIR MOST IMPORTANT ASSOCIATION WITH TECHNOLOGY ACCEPTANCE MODEL Attributes for Serious Games Values for Learning and Education Association with TAM from the learner���s viewpoint Incremental learning Learning material is delivered incrementally. Additional new knowledge is delivered and not done all at once. It will have a proper start and end section. Learner feels and learns in a natural way and less complex. Incremental learning is seen as a normal way of learning. This attribute would not be a factor for the learner to use or reject this technology. Linearity Learning will be in sequence. This will suit the sequential learner. However, due to the games flexibility, active learner can skip chapters. Linear also appears to be a natural flow of learning and there is no strong connection for urging the user to choose a serious game for learning. Attention span This concerns with the cognitive processing and short-term memory loads placed upon the learner by the game. These loads need to be carefully calibrated to the target learner Not to be overwhelmed and too long in the learning process. There is probably a weak link between learner needs and playing the serious games. Scaffolding Support and help during learning within the games. Learner may assume that every game always come with help, support tips or hints in the form of a game manual or online help. Transfer of learnt skills Learnt knowledge to apply to other skills in the next level. Yes, learner would see this as a very useful thing because the knowledge acquired from games can be applied to different areas or other domains. Interaction Higher engagement, higher learning. Learner may think interaction is common in learning since every basic learning transaction should have an interaction (two ways of communication). Learner control Active learning, self study and self exploration based on individual pace and experience. Yes, learner may view this as useful because it gives a degree of freedom for the learner to learn at his own pace and likes the idea of all learning happening under his control. Practice and drill Repeating for harder task, better knowledge retention and can have plenty of game activities for drills. Learner may think that this is common way of learning. Intermittent feedback Learner to reflect on what has been achieved so far and motivated for higher score (higher learning). Also using just in time feedback for learning. Learner thinks that every learning always has feedbacks and this is normal. Reward Encourage learner and keep motivated. Negative reward as punishment within the game may also contribute to learning. Yes, learner may feel this is important to keep him motivated and to keep on going. It would elevate his sense of confidence and self assurance in learning. Situated and authentic learning Learning where the learner can relate what is being learnt within the game to the outside world. Yes, learner feels this is useful and can relate to what is being learnt would make the learning process to become easier. Accommodating the learner���s styles To suit and to reach out to different learner styles. This may be a strong factor for learner to use this technology but it is quite difficult to test. The result could be biased if the system happens not to be suited to his learning style but applicable to another group. 47 Authorized licensed use limited to: UNIVERSITY OF SOUTHAMPTON. Downloaded on May 11,2010 at 12:30:20 UTC from IEEE Xplore. Restrictions apply.