Teacher Attitudes Toward Game-based Learning in History Education

Abstract

Game-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students' rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students' opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for selflearning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors' recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

“…Regarding the financial resources, the cost of purchasing games and the lack of financial support are linked to outdated technology infrastructure in schools and therefore, limited budgets appear to be the most crucial inhibiting factor for implement DGBL. Thus, according to teachers’ opinion, despite their positive attitudes and their intention to use digital games for teaching, it is assumed that there will be insufficient financial support (Baek, 2008 ; Klemetti et al, 2009 ; Li, 2017 ; Mozelius et al, 2017 ; Wu, 2015 ).…”

Game-Based Learning: Teachers’ Attitude and Intention to Use Quizizz in the Learning Process

“…Some researcher found that students' attitude toward game-based learning platform is mostly positive (Bicen & Kocakoyun, 2018;Chaiyo & Nokham, 2017;Correia & Santos, 2017;Licorish et al, 2018;Plump & LaRosa, 2017). From the perspective of the teacher, Mozelius, Hernandez, Sällström, & Hellerstedt (2017) found that teacher attitude toward game-based learning is positive. However, there are so many obstacles to implementing online game-based learning in the classroom, such as the internet facility, the ability of the teacher to operate the computer, and the devices used for the learning.…”

“…Only a few studies have examined the use of game-based learning from the teacher's perspective. Study from Mozelius, Hernandez, Sällström, & Hellerstedt (2017) found that teacher attitude toward game-based learning is positive. Although the teacher's view of game-based learning is positive, the implementation of game-based learning is still limited, and it needs a serious study of how to create it more accessible and useful for teachers (Razak, Connolly, & Hainey, 2012).…”

Effective Social Studies Pedagogy: Effect of Simulation Games and Brainstorming Strategies on Students’ Learning Outcome

“…As indicated by Mozelius et al (2017), a simulation game denotes a board game, or those various teacher-made games for teaching and learning purposes. The focus of these pedagogical games is usually on the socioeconomic, religious, political and aspects of society.…”

“…Antunes et al (2012) contend that simulation games are applied in the teaching-learning process because they provide fascinating challenges to learners and add interest, activity and novelty to the lesson. According to Mozelius et al (2017), it increases their enthusiasm and leads to learning outcomes.…”