Educational benefits of digital game-based learning: K-12 teachers' perspectives and attitudes

Abstract

This study aims to examine K-12 teachers’ perspectives and attitudes toward the benefits of adopting and integrating digital game-based learning in education. The study involves 158 teachers of primary education and secondary education who filled in a 37-question questionnaire. Overall, teachers had significantly positive perspectives and attitudes. In contrast to their age and level of education in which they taught, teachers’ educational background, gender, and teaching experience were correlated with their responses. Based on the results, most teachers were familiar with digital games and their use in educational settings and had previous experience in adopting digital game-based learning in their classrooms. The lack of equipment, digital skills, and training emerged as the primary challenges that they face. Concerning its general benefits in education, digital game-based learning emerged as an effective educational approach that can be applied in various subjects and offer interactive and student-centered learning environments. Regarding the benefits it can yield for teachers, digital game-based learning emerged as a useful educational approach that can facilitate and enrich the teaching process as it improves teachers’ communication and digital skills and enables them to create motivational virtual learning environments that would consciously engage and encourage students to actively participate in educational activities and that would promote collaborative learning. In terms of the educational benefits that it can yield for students, digital game-based learning was evaluated as a valuable pedagogical approach that can enhance students’ cognitive and social-emotional development, enhance their digital competencies, improve their learning motivation, engagement, and achievements, and increase their joy, autonomy, critical thinking, creativity, and imagination. Finally, digital game-based learning emerged as an effective educational approach that can be used at all educational levels and in both face-to-face and online learning to meet the new educational requirements, provide benefits for teachers and students, and improve the overall quality of education.

Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

“…The average misconceptions in mathematics among first-year students at Jordanian universities for types 1, 2, 3, 4, and 5 were 23%, 8%, 13.8%, 14.7%, and 13.8% respectively. This indicates that most of the misconceptions in mathematics among first-year students in Jordanian universities are due to misunderstandings (1). And the slightest suspicion.…”

“…The results of the studies indicate that there are general misconceptions among students [1][2][3]. Mathematical concepts are a significant and integral part of the foundation of mathematical knowledge, which includes facts, concepts, theories, and systems of thinking.…”

Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning

“…Moreover, there are multiple factors that can influence students' performance in academic settings [70][71][72]. Learning environments have proven to be one of the most significant factors that can impact students' academic performance and learning outcomes [52,[73][74][75].…”

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

“…At present age, games are being played through digital devices and are known as digital games (Erhel & Jamet, 2013;Igbo et al, 2021). Such games aim to promote student-centered learning by motivating and encouraging them in the classroom (Lampropoulos et al, 2019). Moreover, digital games make the teaching-learning process more effective and smoother to achieve the learning objectives (Lampropoulos et al, 2023) by converting the old traditional teaching methods into new interactive, technology-based, and more learners-centered both in formal and informal educational settings (Pozo-S´anchez et al, 2022).…”

“…Such games aim to promote student-centered learning by motivating and encouraging them in the classroom (Lampropoulos et al, 2019). Moreover, digital games make the teaching-learning process more effective and smoother to achieve the learning objectives (Lampropoulos et al, 2023) by converting the old traditional teaching methods into new interactive, technology-based, and more learners-centered both in formal and informal educational settings (Pozo-S´anchez et al, 2022). Recent research has proved the fact that digital games help enhance students' attention and motivation to identify their abilities, knowledge, and skills (De Grove et al, 2012;Fokides, 2020;Kaimara & Deliyannis, 2019;Keller, 2016;Megagianni & Kakana, 2021;National Academies of Sciences Engineering & Medicine, 2018;Plass et al, 2015).…”