Bridging Teachers’ Knowledge and Acceptance: A Quantitative Study on Digital Game-Based Learning in Primary Mathematics
This study examines the relationship between primary school teachers’ knowledge and their acceptance of digital game-based learning (DGBL) in mathematics teaching.
The rapid integration of digital technology in education highlights the potential of DGBL in primary mathematics education. Despite its advantages, the acceptance among primary school teachers remains limited, partly due to gaps in specific pedagogical knowledge related to games.
Employing Partial Least Squares and Structural Equation Modelling with survey data from 757 primary school teachers, this study tests the hypothesized model based on two theoretical frameworks: the Technological Pedagogical Content Knowledge–Games (TPACK-G) and the Technology Acceptance Model (TAM).
This study bridges the TAM framework for digital games and the TPACK-G model, validating the pathways that illustrate their relationship, thus strengthening the connection between these two theoretical perspectives.
All the paths within the two theoretical models demonstrate significant relations. In addition, Game Pedagogical Content Knowledge (GPCK) is a critical factor influencing teachers’ acceptance, as it significantly impacts their attitudes and behavioral intentions.
This study benefits the future of teacher training and professional development programs aimed at integrating digital games into primary mathematics education. The findings suggest that training should prioritize developing teachers’ GPCK and fostering positive attitudes by enhancing perceived usefulness and ease of use.
Future researchers could employ qualitative methods, such as in-depth interviews or classroom observations, to enrich insights and validate findings through triangulation.
Insights into the link between teacher knowledge and acceptance of DGBL can guide the design of training programs for elementary teachers, promoting effective use and improving the quality of mathematics education.
Future qualitative research is needed to explore why and how the relations between knowledge and educators’ acceptance exist. The present study relied solely on self-reported data from questionnaires, leaving the actual knowledge of teaching mathematics with games and its impact on acceptance unexplored.
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