Date of Award
5-2021
Culminating Project Type
Dissertation
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
David Lund
Second Advisor
James Johnson
Third Advisor
Plamen Miltenoff
Fourth Advisor
Timothy Goodwin
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
digital game-based learning, teacher training, perceptions, benefits, barriers
Abstract
The purpose of this quantitative study was to determine current teacher training practices, both preservice teacher preparation programs and school district professional development, aligned to digital game-based learning (DGBL). The study surveyed Northern Minnesota teachers in grades P-12 to determine their perceptions related to the benefits of DGBL and the barriers they face to the implementation of DGBL. Respondents (N = 345) rated trainings, resources, and supports which they felt would encourage their use of digital games to deliver educational content and facilitate learning.
The results of the study revealed the majority of respondents perceived numerous benefits to DGBL including: (a) the use of digital games as supplemental learning activities (89.48%); (b) to provide instantaneous feedback to learners (86.51%); and (c) to motivate students (85.50%). Respondents ranked the cost of purchasing games or licenses (81.23%) and the cost of equipment (80.35%) as the top two deterrents to the implementation of DGBL. The study showed a lack of teacher training, both in teacher preparation programs (75.00%) and school district professional development (77.52%) aligned to the use of digital games in the classroom.
The findings of this study contribute to existing research outlining the lack of teacher training aligned to the integration of digital games into the classroom. This study concludes with recommendations for school administrators including: (a) professional development offerings aligned to DGBL; (b) technology support personnel to provide ongoing support; and (c) time designated specifically for the exploration of digital games and to plan for their use in the classroom.
Recommended Citation
Easterling, Aspen, "Digital Game-Based Learning: Teacher Training, Perceptions, Benefits, and Barriers" (2021). Culminating Projects in Education Administration and Leadership. 78.
https://repository.stcloudstate.edu/edad_etds/78
