Game-based learning environments (GBLEs) have a promising potential to become a valuable addition to classroom education. However, many GBLEs lack robust research evidence supporting their effectiveness, leading to questionable outcomes. Therefore, teachers need to be selective in implementing the GBLE in their teaching instruction and consider the information on its research evidence. This study surveyed a sample of students (N = 162) from the College of Education at a regional Central European University using an online questionnaire that included a video overview of the game MISSIONS WITH MONTY. The game aims to improve 5th graders' reading comprehension and metacomprehension skills in expository science texts.

The study investigated the factors influencing education students' decisions to implement the game and the extent to which they find the game useful and valuable in their teaching. The survey included demographics, scales on perceived subjective value, and epistemological beliefs about scientific knowledge, all of which demonstrated sufficient reliability (alpha > .70). Additionally, a randomly selected group of students was exposed to research evidence documenting MISSIONS WITH MONTY as an effective GBLE.

Results indicated that the decision to implement the game in their classrooms was closely related to the perceived subjective value and utility of the game. Moreover, the general perceived value of GBLEs was the strongest predictor of the subjective value and perceived utility of the game. Furthermore, moderation analyses revealed that exposure to research evidence on the game's effectiveness influenced participants with specific epistemological beliefs about science. The implications of these findings will be further discussed.

Keywords: Game-based learning, teachers, decision making, research evidence, epistemologic beliefs, subjective value.