Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning
William Watson, Sha Yang, Purdue University, United States
Journal of Interactive Learning Research Volume 27, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study explored inhibiting factors teachers in the United States have encountered or perceived using games for instruction, and how teacher perceptions of barriers were influenced by their gender, teaching level and experience with using games. Initially, 15 teachers who had utilized games in the K-12 classroom were interviewed. Based on the interview data, two web-based surveys were created and sent to two groups of teachers respectively-one version for teachers who had previously used games for instruction and the other for teachers who had not. A total of 109 teachers responded. Four factors were found to hinder teachers’ use of games in the classroom: 1. challenges of implementing games effectively; 2. challenges with using technology; 3. current educational system; 4. challenges with obtaining games. Male teachers regarded Factor 1 as a serious barrier, whereas female teachers perceived Factor 2 and Factor 4 as more serious. Middle/intermediate and high school teachers believed Factor 1 to be a more serious barrier than primary school teachers, while primary and middle/intermediate school teachers viewed Factor 4 as more inhibiting than high school teachers. Teachers who had used games for instruction believed the use of games was less hindered by Factor 1 and Factor 3.
Watson, W. & Yang, S. (2016). Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning. Journal of Interactive Learning Research, 27(2), 153-170. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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