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Games in schools: teachers’ perceptions of barriers to game-based learning

Watson, W.R, Yang, S and Ruggiero, D (2013) 'Games in schools: teachers’ perceptions of barriers to game-based learning.' In: Simonson, M, ed. 36th annual proceedings: selected research and development papers presented at The Annual Convention of the Association for Educational Communications and Technology. AECT, Anaheim, pp. 229-238.

Abstract

The purpose of this study is to explore inhibiting factors teachers in the United States have personally encountered or perceived in using games for instruction, and how teacher perceptions of barriers are influenced by their gender, teaching level and experience of using games for instruction. Four factors have been found to hinder teachers’ use of games in the classroom: challenges of implementing games effectively, challenges with using technology, current educational system, and challenges with obtaining games. Male teachers, more than female teachers, regarded challenges of implementing games effectively as a serious barrier, whereas female teachers perceived challenges with using technology and obtaining games as a more serious barrier. Middle/intermediate and high school teachers believed challenges of implementing games effectively to be a more serious barrier than primary school teachers, while primary school and middle/intermediate school teachers viewed challenges with obtaining games as a more inhibiting barrier than senior high school teachers. Teachers who have used games for teaching, more so than teachers who have not used games for teaching, thought that use of games is less hindered by challenges of implementing games effectively and current educational system.

Item Type: Book Chapter or Section
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Keywords: computer and video games, barriers
Divisions: Institute for Education
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Date Deposited: 01 Feb 2016 17:22
Last Modified: 01 Feb 2016 17:22
URI: http://researchspace.bathspa.ac.uk/id/eprint/7176
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