Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom

Abstract

This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This research also considers the interview findings in relation to the dynamics between curriculum design, learning culture and practice when implementing game-based learning. A strong link was found between how learning is designed to incorporate digital games, the theories and strategies that have been used in the context of a given curriculum and how these are realised in practice within the classroom. The research also showed that teachers are aware that their roles when using new technologies in education have changed. However, because of the lack of necessary training, teachers are not clear on how to adopt these changes. In some respects the curriculum was regarded to be flexible enough to accommodate game-based learning, however, in other respects it was felt that a more radical reform this would be needed. The difference in country-specific curricula, pedagogy and practice highlights the need for a flexible model or approach of embedding digital games into primary classrooms in a way that is sensitive to context. Some practical guidelines based on the current work are also provided.

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

“…Whether traditionally or computerized, game-based strategies have a specific effect on enhancing students" motivation to learn English (Alyaz & Genc, 2016) and improving students" participation and confidence (Dewi et al, 2016). Yet, it must be bear in mind that the game-based strategies must be matched with the curriculum and material (Allsop & Jesse, 2015). In choosing the material presented in class, the teacher is suggested to use context-material to follow the discussion in class as they talk about things around them.…”