Games in Schools: Teachers’ Perceptions of Barriers to Game-based Learning William Watson, Sha Yang, & Dana Ruggiero Purdue 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 FactorsNMeanSD Current Educational System Lack of support & Resources Challenges with using technology Attitude/Perspecti ve towards games for learning Challenge of Implementing Games Effectively Unsuitability of Available Games 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.

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