Chova, L. Gómez Belenguer, D. Martí Torres, I. Candel
ICERI2010 Proceedings pages:5631-5639
International Conference of Education, Research and Innovation (ICERI) location:Madrid, Spain date:15-17 November 2010
Video games are considered to be promising tools with a considerable learning potential. They are supposed to motivate students, promote discovery-based learning and empower students to deal with ill-structured problems. Since future generations will be “digital natives”, they will likely benefit the most from the learning potential of educational games. In order to stimulate the use of educational games in classrooms and to understand possible barriers and enablers, 302 (apprentice) teachers were surveyed in a Flemish university and several colleges. The results indicate gender effects, with female teachers giving lower scores on several acceptance measures. However, testing a structural explanatory model shows that the gender effect is strongly mediated via gaming skills, and perceived self-efficacy. The lack of gaming experience, gaming knowledge and differences in perceived self-efficacy are key issues to understand and improve the acceptance of video games as teaching tools. Consequently, if video gaming is to be promoted, an information campaign with educational guidelines and best practices will be required.