An Examination of Preservice Teachers’ Attitudes on Game-based Learning
Abstract: This study utilized a survey design to understand the attitudes of 50 preservice elementary teachers related to game-based learning. Participants were enrolled in a literacy methods class at a large Midwestern research university. During a unit on digital literacies, participants learned about game-based learning and opportunities to incorporate games into their future elementary classrooms. Afterwards, they completed a survey on game-based learning. Results of the 23 survey items indicate that the preservice teachers generally agreed that game-based learning can be an effective approach to helping students learn in a variety of contexts and content areas. Implications and directions for future research are discussed.