Students' Intention to Use Role-Play Games in a Class for Japanese Language Proficiency

This study examined the correlation between perceived usefulness, perceived ease of use, attitude towards use, social influence, and behavioural intention to use role-play games in class for Japanese language proficiency, using the Technology Acceptance Model (TAM) as the guiding principle. The subjects were 200 students in a public university in Sabah, Malaysia chosen via a structured self-administered questionnaire encompassing closed-ended questions. Based on the correlation analysis, the results revealed that strong encouraging correlations of social influence, positive perceived usefulness, perceived ease of use, and attitude towards use, increases the possibility of students' behavioural intention to use role-play games in class for Japanese language proficiency. Results implied that students' in general agreed that they intended to use role-play games in class as much as possible and would recommend their friends and relatives to use it to improve Japanese language learning proficiency. By incorporating social influence in the TAM model, these outcomes provide new and significant insights into marketing theory. The research makes a significant contribution to a better understanding of the students' perception of usage of role-play games in a class for Japanese language proficiency, which is marginally touched on in the literature in the Malaysian context. Direction for future research is also presented.