Teachers’ perceptions of implementing Digital Game-Based Learning in the classroom: A convergent mixed method study

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Min Lun Wu


Research on Digital Game-Based learning (DGBL) indicated it is effective in inducing student motivation and learning outcomes. Teachers as gatekeepers of technology should maneuver DGBL as pedagogical approach to engage students. In this convergent mixed method study, the researcher surveyed 116 pre-service, internship, and in-service teachers about their attitudes, self-efficacy, teaching philosophy, and perceived barriers toward the implementation of DGBL. Qualitative and quantitative data were collected and corroborated. Results showed majority of teachers gravitated toward Edutainment Games and Educational Applications based on pre-existing familiarity, comfortableness, and ease of use. Findings revealed misalignment between teachers’ endorsed teaching philosophy and their preferred game genre for use in instruction. The implication is that teachers during internship and post-induction should become educated in digital games and corresponding learning theory inherent in its design, so they can leverage teaching philosophy, knowledge and strategies to instruct in tandem with a pedagogically sound and thoughtfully chosen game.

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