Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

Abstract

Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education.

Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study

“…The findings indicated that all four perception areas including perceived usefulness, ease of use, compatibility, and subjective norms yielded high ratings. This finding supported those of previous studies such as [56,58,69,72].…”

“…Additionally, they believed that acquiring the essential knowledge and skills to integrate such technology was also straightforward. These findings validate previous studies conducted by [69,72].…”

“…Of these factors, teachers' perceptions towards technology and its uses in the educational environment serve as motivating factors for technology-related activities [65]; affect teachers' behavior [66]; and predict technology integration in their classes [67]. Of these perceptions, there were the perceived usefulness [68][69][70][71][72]; the type of digital tools, their number, and ease of use [51,[71][72][73]; subjective norms [69][70][71]; teachers' self-confidence and competence [3,73]; their openness to modern technologies [51]; and professional factors related to professional development in digital technology [3]. These factors indirectly affect the actual use of technology through affecting the behavioral intention factor, which directly affects the actual use of technology.…”

Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review

“…By cultivating a habit of reflection, pre-service teachers can become self-directed learners who continuously strive for excellence in teaching and learning (Schön, 1987). This emphasis on reflective practices aligns with the principles of social cognitive theory, which underscore the importance of self-reflection, selfefficacy beliefs, and goal setting in shaping behaviour and learning outcomes (Bandura, 1997;Gumbi et al, 2024). Thus, the findings highlight the synergistic relationship between reflective practices and problem-solving skills development, providing empirical support for the theoretical framework of social cognitive theory in the context of pre-service teacher education in South Africa.…”

“…Despite the recognition of the importance of problem-solving skills in teaching, research suggests that many pre-service teachers enter the profession with limited proficiency in this area (Darling-Hammond, 2006;Koehler & Mishra, 2020;Lundeberg et al, 1999;Nietfeld et al, 2006). Studies have identified various factors that contribute to pre-service teachers' difficulties in problem-solving, including limited content knowledge, lack of pedagogical expertise, and insufficient opportunities for authentic practice (Borko, 2004;Grossman et al, 2001;Gumbi et al, 2024;Lunenberg et al, 2007). Additionally, research has highlighted the need for pre-service teacher education programs to provide explicit instruction and support for the development of problem-solving skills rather than assuming that these skills will be acquired incidentally through classroom experiences (Fouche, 2024;Grossman et al, 2009;Kennedy, 1997;Zeichner, 2012).…”