Play and learn: Teachers’ perceptions about classroom video games

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The use of video games to support learning in the classroom became popular over the last two decades. Even though games have proved to be successful not only to improve the learning outcomes but also skills such as critical thinking and problem solving, it is still a challenge to adapt them to the classroom routine. Issues such as the lack of video games that cover the school curriculum, limited time to cover curriculum content and lack of technological resources are some of the barriers that influence teachers’ decisions not to adopt video games. In order to look for solutions that may facilitate the implementation of classroom video games, we collected information of what teachers think about these games. Data was collected through a survey answered by 714 primary and secondary school teachers, which gathered participants’ demographic information and their perceptions about learning through video games. Using Logistic Regression and Decision Tree models, we identified factors that influence or inhibit the adoption of video games by teachers. The results suggest that the adoption of video games is influenced by students’ primary language (English or non-English speaking), motivational features of the video games, how the game relates to the curriculum and the pedagogical underpinning of the game. A significant group of teachers thinks games that are targeted for use in the classroom are pedagogically poorly designed and do not fit for purpose. Other barriers teachers face to using games in class are lack of time and lack of technological resources. These results are important as they indicate which features should be present in an educational game and how these games are used in classroom nowadays. Furthermore, identifying teachers’ opinions and the challenges they face in the classroom video games implementation allow developers and researchers to look for solutions that may facilitate this process.

Original languageEnglish
Title of host publicationProceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018
EditorsMelanie Ciussi
PublisherDechema e.V.
Pages808-816
Number of pages9
ISBN (Electronic)9781911218999
DOIs
Publication statusPublished - 2018
Event12th European Conference on Game Based Learning, ECGBL 2018 - Sophia Antipolis, France
Duration: 4 Oct 20185 Oct 2018

Publication series

NameProceedings of the European Conference on Games-based Learning
Volume2018-October
ISSN (Print)2049-0992

Conference

Conference12th European Conference on Game Based Learning, ECGBL 2018
Country/TerritoryFrance
CitySophia Antipolis
Period4/10/185/10/18

Keywords

  • Classroom video games
  • Game-based learning
  • Games adoption
  • Teachers

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