Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning

Abstract

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

Digital Games in Schools: A Qualitative Study on Teacher's Beliefs

“…Very often it was mentioned in this context that the game must serve a purpose for the school, and at the same time, the effort for introducing the game in class should be kept very low. These technical and pedagogical efforts were also reported in the findings of Belda-Medina and Calvo-Ferrer (2022).…”

“…This could be partially adapted for our study. Belda-Medina and Calvo-Ferrer (2022) were also able to show that a huge number of games are generally used by teachers regardless of aptitude. According to the teachers, the low effort and thematic components are particularly important for using games in the classroom.…”

“…Furthermore, various research studies have assessed teacher beliefs in relation to games (see: Allsop, Yildrim, Screpanti, 2013;Hsu et al, 2017;Cabbellos, Sanchez, Pozo, 2021;Alberola-Mulet, Iglesias-Martínez, LozanoCabezas, 2021, Belda-Medina andCalvo-Ferrer, 2022). It is evident from these contributions that teachers are open to the use of games in school or find them useful.…”

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

“…As part of global development, schools in developing nations should encourage the use of computers by instructors to cultivate positive attitudes about ICT [ 34 , 35 ]. In addition, attitudes have a crucial influence on ICT integration, as the coefficient value of attitudes is greater than that of the other three components [ 36 ].…”

“…This was true for both male and female instructors [ 35 ]. Meanwhile, in comparison to their more seasoned colleagues, beginner teachers had a more optimistic view of the use of ICT in instruction [ 36 ]. However, a few studies have found that there is no difference in instructors’ ICT use and views based on gender, age, or experience level [ 37 , 38 ].…”