Understanding Teachers’ Use of Game-Based Technology Assessment Tools in UAE Middle Schools (V)
Abstract: Teaching with technology has become the educational standard for many schools, especially for those in the United Arab Emirates. Classrooms that are 1:1 provide both teachers and students with the ability to connect to the limitless resources that technology provides. Even though access to laptops is no longer an issue, the lack of adopting game-based technology tools remains a challenge. The purpose of this study is to understand teachers’ perceptions and opinions about using digital games for student engagement and formative assessment and how they are implementing these tools during remote and face-to-face teaching. The use of digital games has been shown to greatly improve student motivation and engagement. Digital formative assessment games also provide an additional way for students to reinforce their learning as well as provide teachers with instant data to ensure students are understanding the content. This qualitative study will survey middle school teachers in 1:1 classrooms in the UAE and then apply the theory of self-efficacy as well as the Technology Acceptance Model to interpret the data. Implications for social justice by helping teachers receive the support they need will improve their self-efficacy using game-based technology tools.