Surveying Teachers' Experience, Attitudes, Self-Efficacy, and Barriers to the Implementation of Digital Game-Based Learning

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-8 - Technology in Teaching and Teacher Education

Abstract

Digital game-based learning (DGBL) has yielded empirical evidence in inducing motivation and learning outcomes. This survey study examined 116 pre-service, internship, and in-service teachers’ experience, attitudes, self-efficacy, and barriers toward the implementation of DGBL. A survey was instrumented to distinguish four genres of educational digital games—Edutainment Games and Educational Applications, Serious Games, Simulation and Multiplayer Online Games, and Educational Game Design Tools. Findings revealed most teachers were light game players and favored the use of Edutainment Games and Educational Applications due to pre-existing familiarity, comfortableness, and perceived usefulness. Findings also pinpointed a mismatch between teaching philosophy and preferred game genre. A typology is proposed as analytic framework to guide teachers in leveraging informed pedagogical practices of DGBL.

Authors

• Min Lun Wu, Ohio University

• Yuchun Zhou, Ohio University