Research Article
What Prevents Teachers from Using Games and Gamification Tools in Nordic Schools?
@INPROCEEDINGS{10.1007/978-3-030-06134-0_50, author={Eva Brooks and Salv\o{}r Gissurardottir and Bjarki Jonsson and Skulina Kjartansdottir and Robin Munkvold and Hugo Nordseth and Helga Sigurdardottir}, title={What Prevents Teachers from Using Games and Gamification Tools in Nordic Schools?}, proceedings={Interactivity, Game Creation, Design, Learning, and Innovation. 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24--26, 2018, Proceedings}, proceedings_a={ARTSIT \& DLI}, year={2019}, month={1}, keywords={Nordic countries Computer games Digital game-based learning Educational games Obstacles of using games in schools}, doi={10.1007/978-3-030-06134-0_50} }- Eva Brooks
Salvör Gissurardottir
Bjarki Jonsson
Skulina Kjartansdottir
Robin Munkvold
Hugo Nordseth
Helga Sigurdardottir
Year: 2019
What Prevents Teachers from Using Games and Gamification Tools in Nordic Schools?
ARTSIT & DLI
Springer
DOI: 10.1007/978-3-030-06134-0_50
Abstract
This study is based on a survey study distributed in the fall of 2017 in Norway, Denmark, and Iceland. The study was designed by a group of researchers from the Nordplus Horizontal project: Digital Computer Games for Learning in the Nordic Countries, to uncover teachers’ perceived obstacle in regard to using digital game-based learning in teaching situations. The results indicate that the teachers included in this study did not have enough information and knowledge about games and gamification tools to be used in teaching. The findings show that technical obstacles are the most experienced hurdle among the respondents in all three countries when it comes to applying games or gamification tools in teaching activities. There are not many differences to be observed gender wise. A common difference that is worth noticing, is the difference between women and men regarding their reporting on the obstacle ‘knowledge/skills’, where more women claim this to be an obstacle. From these results, the paper proposes three types of digital game-based learning guidelines, namely (1) , (2) and (3) – . In conclusion, the paper calls for further empirical studies on the actual situation presented in this paper, to reach an informed discussion about questions that are of real concern for many parties, including teachers, school leaders, children and researchers.
