Teachers' experiences and practices with game-based learning

Abstract

Game-based learning can support effective pedagogical approaches that can only enter schools if teachers are on-board with it, and are given the necessary time, training and tools. This research examines teachers’ perceptions about educational games and the use of video games in their teaching practice. Data was collected through a survey conducted at the beginning of a continuous professional development course about the creation of educational games, for elementary and middle school teachers. The responses from eighteen teachers working in a group of schools located in the northern region of Portugal are analysed and presented in this paper. Teachers have a low perception of their own technological knowledge and rarely use video games in their teaching practices. Lack of technological resources, as well as insufficient time, are the barriers more referred to as limiting the implementation of game-based learning approaches in schools. The data presented in this study is relevant to guide the design of training programs and strategies to support and scaffold teachers’ knowledge and practical application of game-based learning.