Educational video games (EVGs) are gaining momentum as a means of increasing students' motivation in their learning process. Nevertheless, teachers might face several barriers that dissuade them from using educational video games in their courses. This study analyses factors affecting teachers' behavioural intention to use educational video games in their courses using a Technology Acceptance Model (TAM) approach. The research model is tested via structural equation modelling (SEM) on a sample of 312 teachers in Higher Education institutions. Results suggest that perceived usefulness influences in a direct and positive way teachers' intention to use educational video games. Results also suggest that perceived ease of use indirectly influence intentions through perceived usefulness. Age was found to moderate the effect of teachers' perceived ease of use on perceived usefulness of EVGs. Regarding managerial implications, our findings highlight the importance of addressing specific Teacher Training Programmes focusing on teachers' age and perceived usefulness of EVGs in order to encourage teachers to adopting this educational innovation in their courses. Limitations of the study and future research lines are also addressed.