The Integration of Digital Game-Based Learning into Primary School Instruction: Exploring Teachers' Perceptions at Various Career Stages in Sargodha
DOI:
https://doi.org/10.55737/qjssh.537319468Keywords:
Digital Game-based Learning, Primary School Instruction, Teachers' PerceptionsAbstract
This study looked at how teachers at different stages of their careers felt about using digital game-based learning (DGBL) in the classroom. It looked at factors that supported and opposed using DGBL in the classroom (a) and factors that drove teachers to use DGBL in the classroom (b). The study included twenty primary school teachers who incorporated DGBL into their teaching. Semi-structured in-depth interviews were conducted, focusing on their experiences and perceptions. The qualitative analysis of a semi-structured, in-depth interview was based on grounded theory. The findings show that instructors' views on DGBL integration differ based on where they are in their careers. Key findings include variations in motivation and perceived barriers among different career stages. When it comes to the factors that encourage, discourage, and motivate people to implement DGBL, the professional stage is a differentiating factor. This conclusion consolidates all the study's findings. The teachers' career stages thus highlighted common differences. The study's findings can be applied to teachers' professional growth at various stages of their careers.
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