Explaining multicultural attitudes through science exposure, technology, and government policy support: The mediating role of indigenous games knowledge

This study examines the associations of science exposure, technology exposure, and government policy support with indigenous games knowledge and multicultural attitudes among Millennial and Generation Z university students. Addressing a gap in the literature, the study integrates these factors in a cross-generational model and tests the mediating role of indigenous games knowledge. Data were collected through a cross-sectional survey of 653 students from three universities in South Sulawesi, Indonesia, and analyzed using PLS-SEM. The results show that technology exposure and government policy support are positively associated with indigenous games knowledge, whereas science exposure is not significantly associated with either indigenous games knowledge or multicultural attitudes. Indigenous games knowledge is positively associated with multicultural attitudes and significantly mediates the relationships of technology exposure and policy support with multicultural attitudes. Multi-group analysis indicates no significant differences between Millennials and Generation Z in the structural relationships tested. The findings underscore the importance of indigenous games knowledge as a cultural pathway linking technology and policy support to multicultural attitudes in higher education.