Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning

Lilla Bónus,Erzsébet Antal

doi:10.5296/jse.v11i4.18992

Abstract

This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

Highlights

Nowadays, educational digital games are very popular, as they can be used in different forms for many learning purposes
This study examines Hungarian teachers’ beliefs and affective variables in the context of digital game-based learning (DGBL)
The following model fit indices were used in the confirmatory factor analysis: Chi-square goodness of fit divided by the degrees of freedom ( 2/df), root mean square error of approximation (RMSEA), standardized root mean square residual (SRMR), comparative fit index (CFI), and Tucker-Lewis index (TLI) (Brown, 2006; Hu & Bentler, 1999; Wang & Wang, 2012)

Summary

Introduction

Educational digital games are very popular, as they can be used in different forms for many learning purposes. They are suitable for increasing students’ content knowledge and motivation, as well as having a positive effect on attitude and skill development (Srisawasdi & Panjaburee, 2018; Tsai et al, 2019). Whether and how teachers use technology in their teaching is mostly a matter of personal preference and decision. For successful development, we need to link theory with practice, i.e., we need to know teachers’ beliefs about DGBL (Hsu et al, 2013; Hsu et al, 2017)

Methods

Results

Conclusion