This work shows an analysis of the perception
and intention to use serious games as teaching-learning
strategies in academic processes in higher education. For the
analysis, the adaptation of a TAM model is used, analyzing
aspects such as ease of use, usefulness, attitude, confidence, and
intention of use. As a result, it is evident that there is a low real
use of the tools categorized as innovative and that the attitude
towards the use of the serious game is mainly explained by the
perceived confidence and the ease of use, being the attitude, in
turn, the most important antecedent of the intention to adopt
these strategies.
