Maltese teachers’ perspectives on game based learning in science

Abstract

This study explores the perceptions of Science teachers on Game Based Learning (GBL) and the integration of Digital games in their pedagogy. A mixed-method approach was adopted, consisting of eight teacher interviews and 157 completed questionnaires. The purpose of this study was to identify teachers’ attitudes towards digital games in the classroom and establish the main advantages and hindrances they perceived. Results show that the majority of Science teachers carry a positive attitude towards GBL and would be encouraged to implement them if the syllabus allowed them more time to do so. Teachers feel more comfortable using games that are content based and have a simplistic view of what a digital game should be. Although this research also served as a means to communicate the several advantages of games, such as having visuospatial benefits and being intrinsic motivators to learners, teachers failed to identify the high-level cognitive benefits of digital games. They are mostly seen as an accessory to learning rather than the main focus. Further studies should be carried out that involve a more practical approach to GBL in the educational sector. Teachers would be more inclined to use GBL if they were given training and support together with being provided with the correct resources. Should the teachers be stakeholders in the planning of the game itself, they would reap the benefits of GBL.