Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

Computer Sciences, 5.3 EDUCATIONAL SCIENCES

Publication Details

Proceedings of the 12th European Conference on Games Based Learning. 4 - 5 October 2018, SKEMA Business School, Sophia Antipolis, France

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.

DOI

https://doi.org/10.21427/3k2q-6624

Funder

Technological University Dublin

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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