Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning

William Watson, Sha Yang, & Dana RuggieroPurdue University

Research Questions

What are teachers’ perceptions of existing barriers to the use of games for learning in schools and what factors impact these perceptions?

How are teachers currently using games in schools despite these barriers?

Teacher perceptions of GBL

A number of studies have suggested that the majority of teachers, especially pre-service teachers, adopt a positive attitude towards the use of video games in education.

Most teachers think that games can motivate students to learn, and recognize that playing games can support the development of a variety of skills (Can & Cagiltay, 2006; Koh, Kin, Wadhwa & Lim, 2011; Sandford, Ulicsak, Facer, & Rudd, 2006; Wastiau, Kearney and den Berghe, 2009).

Teacher perceptions of GBL barriers

• Current educational framework (Baek, 2008; Egenfeldt-Nielsen, 2004; Koh, Kin, Wadhwa & Lim, 2011; Rice 2009; Squire, 2005; Wastiau, Kearney & den Berghe, 2009).

• Inflexible curriculum and limited budgets (Baek, 2008)• Lack of adequate hardware resources (Koh et al., 2011; Rice

2009). • Technical issues in terms of installing, running and saving games

(Sanford et al., 2006) • Weak alignment to curriculum and state standards (Kirriemuir &

Ceangal, 2004; Koh et al., 2011; Rice, 2009; Simpson & Stansberry, 2009; Wastiau et al., 2009).

Teacher perceptions of GBL barriers

• Inaccurate or inappropriate game content, lack of supporting materials, negative effects of gaming, high cost, licensing and technical issues, limited affordances and lack of supporting materials (Baek, 2008; Wastiau, Kearney & den Berghe,2009). Students’ lack of readiness (Baek, 2008) and their diverse gaming experiences and habits (Egenfeldt-Nielsen, 2004; Sandford et al., 2006).

• Lack of research on how to use games for instruction (Simpson & Stansberry, 2009; Wastiau et al., 2009).

Methods

15 teachers who have used games in their classroom brainstormed a list of barriers and then were interviewed using semi-structured questions related to their use of games and difficulties they perceived.

Transcriptions of interviews and lists of barriers were independently coded before consensus on 32 barriers were reached. Barriers were then independently categorized into factors before consensus was reached on 6 categorized factors.

Survey

Survey created – demographic and game use questions in addition to 5 point Likert scale on identified barriers to implementing games for learning in school.

114 Indiana teachers were contacted who had previously identified themselves as having utilized games for learning in school. 57 responded.

Results-Descriptive Statistics

Gender Teaching level

Subjects participants teach

Years of teaching experience Years of teaching with games as a central part of class learning activities

Frequency of using games as a central part of learning in a typical semester

Roles of games in instruction Ways of using games for instruction

Types of games used for instruction

Results

• Top barriers Current educational system Lack of support & resources• Less serious barrier Challenges with using technology • Least serious barriers Attitude/perspective towards games for learning Challenge of implementing games effectively Unsuitability of available games

Means of Factors

Factors N Mean SDCurrent Educational System

55 3.44 0.73

Lack of support & Resources

55 3.30 0.63

Challenges with using technology

55 3.07 0.59

Attitude/Perspective towards games for learning

55 2.87 0.62

Challenge of Implementing Games Effectively

55 2.80 0.91

Unsuitability of Available Games

55 2.70 0.68

Most serious barriers—least serious barriers

Results• Age and Years of teaching experience do not significantly

affect how teachers perceive the 6 barriers.

• Teaching level, Gender, and whether teachers use games as a central component of the learning environment or not significantly affect teacher perceptions of some barriers.

Teaching Level

Middle school teachers, more than primary school and senior high school teachers, believed that adopting games in teaching was hindered by negative attitude/perspective towards games for learning.

Gender

Female teachers, more than male teachers, considered lack of support and resources as a barrier to using games for learning.

Teachers who used games as a central component of the learning environment vs. those who did not

Teachers who did not use games as a central component of the learning environment, more than those who did, believed that adopting games for instruction was inhibited by current educational system, unsuitability of available games, attitude/perspective towards games for learning, and challenge of implementing games effectively.

Discussion

• We were somewhat surprised after interviews that more barriers were not more strongly perceived by teachers; this is perhaps impacted by the audience: teachers who have used games in the classroom before.

• Reform of current educational system is needed to support learning-centered instructional practices, such as game-based learning.

• More support and resources should be provided for teachers to use games.

• Teachers are largely comfortable with the quality of available games for learning.

• Despite perceived barriers, many teachers find a way to make things work.

Limitations

• The sample size is small.• Population does not include teachers who have

never used games, so any teachers dissuaded from using games because of barriers would not be included.

• There are possible dependent variables within some factors, which reduces the power of the statistical analysis.

• We did not examine how teaching subjects affect teacher perceptions of barriers of adopting games for instruction.

References• Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom?

Exploring factors inhibiting the uptake of computer and video games. CyberPsychology and Behavior, 6, 665-671.

• Bekebrede, G., Warmelink, H. J. G., & Mayer, I. S. (2011). Reviewing the need for gaming in education to accommodate the net generation. Computers & Education, 57, 1521-1529.

• Bourgonjon, J., Valcke, M., Soetaert R., & Schellens, T. (2010). Students’ perceptions about the use of video games in the classroom. Computers & Education, 54, 1145-1156.

• Can, G., & Cagiltay, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308-321.

• Eck, R. V. (2006). Digital game-based learning: it’s not just the digital natives who are restless… EDUCAUSE Review, 41(2), 16-30.

• Federation of American Scientists. (2006). Harnessing the power of video games for learning [Electronic Version]. Retrieved from http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf

• Felicia, P. (2009, May). Digital games in schools: a handbook for teachers. Retrieved from http://games.eun.org/upload/gis_handbook_en.pdf

• Fletcher, J. D., & Tobias, S. (2006). Using computer games and simulations for instruction: A research review. Paper presented at the Society for Applied Learning Technology Meeting, Orlando, FL.

• Kirriernuir, J. & McFarlane, A. (2004). Report 8: Literature review in games and learning. Futurelab Series.

• Koh, E., Kin. Y. G., Wadhwa, B., & Lim, J. (2011). Teacher perceptions of games in Singapore schools. Simulation & Gaming, 42(4), 1-16.

• Madden, A., Ford, N., Miller, D. & Levy, P. (2003). Using the internet in teaching: the views of practitioners. British Journal of Educational Technology, 36, 2, 255–280

• Pastore, R. S., & Falvo. D. A. (2010). Video games in the classroom: pre- and in-service teachers’ perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57.

• Razak, A. A., Connolly, T.M., & Hainey, T. (2012). Teachers’ views on the approach of digital games-based learning within the Curriculum for Excellence. Internationally Journal of Game-Based Learning, 2(1), 33-51.

• Rice, J. W. (2009). New media resistance: barriers to implementation of computer video games in the classroom. Learning and Teaching with Electronic Games (pp.249-262). Published by AACE, Chesapeake, VA. http://www.aace.org

• Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: using commercial off-the-shelf computer games in formal education. Futurelab. http://www2.futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf

• Schrader, P. G., Zheng, D., & Young, M. (2006). Teacher perceptions of video games: MMOGs and the future of preservice teacher education. Innovate Online Journal.

• Selfe, C. L., and G. E. Hawisher. 2004. Literate lives in the information age: Narratives on literacy from the United States. Mahwah, NJ: Erlbaum.

• Shih, J.-L., Shih, B.-J., Shih, C.-C., Su, H.-Y., & Chuang, C.-W. (2010). The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: a comparative case study. Computers & Education, 55, 982-993.

• Simpson, E. & Stansberry, S. (2009). Video games and teacher development: bridging the gap in the classroom. In Miller, C. T. (Eds.), Games: Purpose and Potential in Education (pp.163-183). New York, NY: Springer.

• Smeets, E. &Mooij, T. (2001). Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice. British Journal of Educational Technology, 32, 4, 403–417.

• Squire, K. 2005. Changing the game: What happens when video games enter the classroom? Innovate 1 (6). http://www.innovateonline.info/index.php?view=article&id=82

• Tüzün, H. (2007). Blending video games with learning: issues and challenges with classroom implementations in the Turkish context. British Journal of Educational Technology, 38 (3), 465-477.

• Wastiau, P., Kearney, C. & den Berghe, W., V. (2009, May). How are digital games used in schools? Retrieved from http://games.eun.org/upload/gis-synthesis_report_en.pdf

Thank you!