Literacy Educators’ Attitudes on Video Games and Learning

This research used a survey design methodology (Dillman, 2011), which is “nonexperimental based on questionnaires or interviews” (Johnson & Christensen, 2013, p. 249) to investigate elementary literacy teachers’ attitudes video gaming and learning. 328 teachers from Midwestern state in the United States completed 37-item survey, primarily utilizes five-point Likert scale items examine their general perceptions of games, game-based learning, perspectives utilizing games for teaching The data were analyzed by examining distribution frequency participant responses as well overall trends (Iarossi, 2006). Results indicate that believe children enjoy playing view an important aspect youth culture, generally can promote student motivation, engagement, However, only 38% participants either agreed (32.0%) strongly (4.6%) they regularly integrated into approximately third skeptical about integrating (26.8% 7.3% agreed). Additionally. 57% interested learning more how effectively integrate (47.9% agree 10.1% finding makes sense given 14% indicated learned digital during teacher preparation programs. Ultimately, participants’ positive views through aligns with existing reviews demonstrate effectiveness variety content areas (Clark et al., 2016; Thompson von Gillern, 2020; Wouters van Oostendorp, 2013). Given largely align demonstrates be effective at promoting disciplines, professional development needed help develop abilities teaching. Further implications directions future are discussed.