A teacher survey to identify solutions that facilitate GBL design for engagement

Azita Iliya Abdul Jabbar, Patrick Felicia

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

1 Citation (Scopus)


Game-based learning (GBL) remains important for engagement and learning. It is about much more than simply learning with games. GBL involves several steps, approaches, elements and features in gaming that lead to and enhance engagement and leaning. The accelerating pace of gaming and digital technology, along with increasing pressure on teachers to improve pupils' performance and achievement, means there is a need to search for innovative approaches to GBL that will engage pupils with learning. By "engagement" we mean the capacity to create and sustain a momentum of continuous learning so that pupils become self-directed learners. However, only a few surveys explore the connections between approaches, strategies, resources, teaching and learning in the context of designing and using GBL to increase engagement. These connections may be understood as "learning experiences" and "conditions" in classroom learning environments. Therefore, the attempt to harness and maximise teaching and learning approaches, strategies and resources is at the centre of GBL research and initiatives. Thus, we designed and administered a teacher questionnaire as part of design-based research (DBR). The purpose of the questionnaire was to gain insight into teachers' instructional practices, give teachers the opportunity to share their teaching experiences, and keep a broad and open understanding of teachers' experiences, including their positive and negative feelings and thoughts. The findings presented in this paper evaluate increasingly varied materials, resources and solutions for enhancing learning within primary and post-primary schools. This survey also aimed to gauge teachers' enthusiasm for using a game-based approach to designing classroom activities and for extended learning, towards our effort to introduce and enhance GBL approaches. The survey results may improve our understanding of teachers' concerns, requirements and GBL suitability in relation to introducing and using games as a teaching and learning method in the classroom and for independent and extended learning.

Original languageEnglish
Title of host publicationProceedings of the 9th European Conference on Games Based Learning, ECGBL 2015
EditorsLine Kolas, Robin Munkvold
PublisherDechema e.V.
Number of pages3
ISBN (Electronic)9781910810583
Publication statusPublished - 2015

Publication series

NameProceedings of the European Conference on Games-based Learning
ISSN (Print)2049-0992


  • Design
  • Engagement
  • Learning
  • Performance support
  • School


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