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Barriers to the Use of Games-Based Learning in Pre-School Settings

Barriers to the Use of Games-Based Learning in Pre-School Settings

Dionysios Manesis
Copyright: © 2020 |Volume: 10 |Issue: 3 |Pages: 15
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781799807490|DOI: 10.4018/IJGBL.2020070103
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MLA

Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings." IJGBL vol.10, no.3 2020: pp.47-61. https://doi.org/10.4018/IJGBL.2020070103

APA

Manesis, D. (2020). Barriers to the Use of Games-Based Learning in Pre-School Settings. International Journal of Game-Based Learning (IJGBL), 10(3), 47-61. https://doi.org/10.4018/IJGBL.2020070103

Chicago

Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings," International Journal of Game-Based Learning (IJGBL) 10, no.3: 47-61. https://doi.org/10.4018/IJGBL.2020070103

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Abstract

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

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