CYBERPSYCHOLOGY & BEHAVIOR Volume 11, Number 6, 2008 Mary Ann Liebert, Inc. DOI: 10.1089/cpb.2008.

0127

What Hinders Teachers in Using Computer and Video Games in the Classroom? Exploring Factors Inhibiting the Uptake of Computer and Video Games
Young Kyun Baek, Ph.D.

Abstract

The purpose of this study is to identify factors inhibiting teachers use of computer and video games in the classroom setting and to examine the degree to which teaching experience and gender affect attitudes toward using games. Six factors that hinder teachers use of games in the classroom were discovered: Inflexibility of curriculum, Negative effects of gaming, Students lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets. Lack of supporting material, Fixed class schedules, and Limited budgets were factors that female teachers believed to be more serious obstacles to game use in the classroom than male teachers did. Experienced teachers, more so than inexperienced teachers, believed that adopting games in teaching was hindered by Inflexibility of curriculum and Negative effects of gaming. On the other hand, inexperienced teachers, more so than experienced teachers, believed that adopting games in teaching is less hindered by Lack of supporting materials and Fixed class schedules.

Introduction

LAYING COMPUTER GAMES is one of the most popular nonschool activities for children,1 and the number of children who grow up in an exciting and changing world of computer games is increasing.2,3 Young people choose to spend many hours playing complex computer games outside of school. Games appear to have an attractive element that engages players, intrinsically motivating them and holding their interest. Despite the contribution of games to players intrinsic motivation, reports on their effects have been two-sided. As positive effects, games increase motivation; engage players with learning; and support collaboration, communication, thinking, and ICT (information and communication technology) skills.2,4 They also improve computer skills, problem-solving skills, and subject knowledge.5 Conversely, violent and aggressive behavior is the primary negative effect of gaming, which remains unresolved.6,7 However, negative attitudes toward gaming appear to be decreasing, and parents appear to be becoming increasingly positive about their childrens game play.3 The desire to harness games power to encourage young people to want to learn is the driving force behind an interest in computer games for learning. Attempts to adopt games

for learning in classroom settings have resulted in outstanding positive changes in target behaviors.810 However, in reality, there exist many obstacles to adopt game-based learning in the classroom. Kirriemuir and McFarlane11 summarize frequently mentioned obstacles: the limited time span of individual classes, verification of gaming effectiveness in the classroom, insufficient support materials, licensing agreements, budget constraints, and lack of time for both teachers and students to familiarize themselves with a game. Another survey, by Sandford et al.,2 points to games lack of relevance to curricula as an obstacle. This barrier is also mentioned in Kirriemuir and McFarlane6 as a lack of accuracy and appropriateness of the content within the game to the statutory curriculum. Aligning games with curricula is an increasing imperative. Van Eck4(p.24) states that a balance between the needs of the curriculum and the structure of the game must be achieved to avoid either compromising the learning outcomes or forcing a game to work in a way for which it is not suited. In fact, learning objectives may not be congruent with game objectives.12 Thus, there is a need for different skills on the part of the teacher in selecting a game for learning and mapping both objectives and assessment of gaming in the classroom. The teachers crucial role is to properly integrate appropriate games in their lessons.13 However, these surveys seem

Department of Educational Technology, Korea National University of Education, Chungbuk, Republic of Korea.

665

666 to lack a comprehensive consideration of all possible factors that hinder the use of computer and video games in the classroom. Many studies related to game use in the classroom have focused heavily on the effects of gaming in teaching and learning environments, ignoring which factors inhibit teachers use of games in their classes. Although it is essential to examine the effects of gaming in the class, this endeavor does not maximize the effectiveness of using games. Even though the effectiveness of gaming is well established, if a game is not used effectively in teaching and learning, it is unlikely to produce the educational results desired. Therefore, it is important to first consider the factors inhibiting teachers use of games in their classrooms. The purpose of this study is, based on level of teaching experience and gender, to identify the significant factors that inhibit teachers game use in classroom settings and to examine the degree to which these factors affect decisions. In general, the term game used in this study shall represent both computer and video games. Also, the school setting in Korea may be different from other countries. Thus, this study has a limitation in generalization of the results. Although some studies have been conducted regarding the factors related to game use in the classroom, this study is unique in its methodology in identifying the factors. While most previous studies have examined the factors based on researchers preconceptions, this study was conducted with items collected directly from teachers and subsequently analyzed in order to extract the significant factors. Although expert ideas should not be ignored, as Berry14 contends, analysis by nonexperts would produce more authentic and ecologically valid research findings. Method This study was conducted in two sessions. In the first session, teachers created lists of what hinders them from using games in a classroom setting. Items from these lists were then combined into a master list and examined and analyzed for the structure of the factors they submitted about their reluctance to use games. In the second session, an attitudinal survey based on the master list was conducted in order to obtain statistically relevant data. The analysis is intended to elucidate the structure and content of the reasons for teachers reluctance in using games in their classrooms. In addition, the frequency of each factor was correlated with teachers teaching experience and gender. First session: Compiling a master list Participants. The participants in this session were 35 Korean teachers (20 females, 15 males), including 23 elementary and 12 secondary teachers, with experience in using games in their classes. These participants had more than 120 hours of training in using technology and an average teaching experience of 7.70 years (SD 4.90 years). They ranged in age from 29 to 45 years. Procedure. Participants received a blank page and were instructed to list what inhibits them from using computer and video games in a classroom setting. Throughout all of the activities presented in this paper, two types of translation were completed. First, the participants responses were

BAEK translated into English by two bilingual assistants. Then, two additional bilingual assistants translated the translated behavior lists back into Korean (i.e., back translation). When differences occurred between the results of back translation and original lists, these items were revised after a discussion among the translators. Results. Participants reasons for their reluctance to use games were compiled into a list. Collected items were reviewed and simplified by the authors, resulting in a master list of 63 items, each of which had been suggested by at least three participants. Second session: Examination of factor structure Participants. This session involved 444 Korean teachers (284 females, 160 males; 256 elementary teachers, 188 secondary teachers; 149 least experienced teachers with 0 to 5 years teaching experience and 156 most experienced teachers with 11 or more years teaching experience). Initially, 20 elementary teachers and another 20 secondary teachers per school district from 16 districts were randomly selected from the teacher list of each school district. Among them, 196 teachers did not respond to the survey. The return rate was 69.3%. Procedure. For this session, a questionnaire containing the master list of 63 responses compiled during the first session was administered. Participants were asked to rate how important each item was on a Likert scale ranging from 1 (low) to 5 (high). Data analysis. Factors were extracted using the principal axis factoring method, and the initial factors were orthogonally rotated using the varimax method, because there were no theoretical bases to which the factors in this study were correlated. To calculate factor scores, the Anderson-Rubin method was employed because of the assumption that the factors in this study were uncorrelated with each other.15 Results I: Examination of means, standard deviations, and factor structure. Table 1 lists 63 responses, their mean scores, and standard deviations. Table 1 includes the factors and the loading for the 63 items outlining the teachers reluctance to use games in the classroom. Among 25 factors whose eigenvalues were larger than 1.00, six interpretable factors emerged from the analysis of rating. These accounted for 23.24%, 5.52%, 3.59%, 3.19%, 3.00%, and 2.63% of the variance in the data prior to rotation, for a total of 41.16%. These factors were labeled Inflexibility of the curriculum, Negative effects of gaming, Students lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets respectively. Responses with a loading of 0.30 and above for these factors are listed in the table. The first factor, Inflexibility of the curriculum, consists of 14 responses with a range of loadings from 0.36 to 0.67. This factor implies that the inflexibility of current curricula hinders games from being introduced into the classroom and that games, once found for teaching and learning, should be mapped into curricula for their maximum effective utilization. The second factor, Negative effects of gaming, consists of six responses with a range of loadings from 0.32 to 0.65.

WHAT HINDERS TEACHERS IN USING GAMES TABLE 1. FACTORS AND FACTOR CORRELATIONS UNDERLYING TEACHERS RATING RELUCTANCE IN USING GAMES IN THE CLASSROOM WITH OBLIQUE ROTATION
OF

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Factor pattern coefficient Factors 48 58 55 53 49 52 60 54 33 43 56 41 22 38 11 18 5 31 9 50 17 13 16 10 32 15 Factor 1: Inflexibility of the curriculum Teachers have difficulty finding an educational game suitable for a given learning objective. It is difficult to locate a particular game to provide the content and the subject a teacher may require. It is very difficult to locate an educational game with a distinctive focus on learning. It takes an extended time and effort, and preparation, to teach with a game. It is a time-consuming effort to design, locate, and devise teaching methods to enhance the student learning process utilizing a particular game. It is very difficult to locate elements related to learning objectives in the game. There are few games that provide fun as well as education. It is very difficult to give relevant feedback to a student according to his/her progress in the game. It is difficult to find cases of teaching with games. It is difficult to find the correct situation and sufficient time for teaching with games, because games are too large in their scope and content. It is difficult to allocate time for a long-lasting game as a main activity or a concluding activity in a lesson. Most teachers have no knowledge about how to teach with games. Even good game for teaching cannot easily be adjusted to each teaching unit. Efficient teaching cannot be guaranteed when students perceive instructional gaming as merely play. Factor 2: Negative effects of gaming Prolonged gaming can be detrimental to the vision of a player. Learning with games may contribute to a student becomin an addicted gamer. A side effect of gaming can be student addiction. Students may lose desire to master basic concepts requiring sincere learning caused by the negative effects of teaching with games. Teachers cannot control students once they are immersed in gaming. Gaming may result in excessive competition in the classroom. Factor 3: Students lack of readiness Student computer literacy levels present barriers to teachers implementing teaching with games. Preparing lesson plans for teaching with games is difficult because of students varying levels for any particular game. Teachers who are not familiar with a game have difficulties in their teaching while playing the game. All games require a time variant for a student player to assimilate the rules and the particular techniques for optimum usage. There may be a gap in achievement caused by lack of access to high-quality computers, resulting from students poverty. For students, using games in the classroom is troublesome compared to other media such as Internet or traditional audiovisuals. Factor 4: Lack of supporting materials M SD 1 0.67 0.64 0.61 0.60 0.57 0.56 0.50 0.46 0.45 0.44 0.42 0.41 0.36 0.28 0.01 0.07 0.88 0.21 0.12 0.07 0.19 0.11 0.17 0.01 0.11 0.20 2 0.04 0.08 0.09 0.07 0.02 0.27 0.04 0.14 0.06 0.16 0.16 0.06 0.05 0.18 0.65 0.64 0.61 0.43 0.38 0.32 0.21 0.20 0.10 0.28 0.23 0.11 3 0.02 0.05 0.08 0.12 0.07 0.18 0.02 0.20 0.08 0.06 0.13 0.21 0.13 0.17 0.15 0.21 0.09 0.13 0.19 0.10 0.66 0.61 0.60 0.46 0.42 0.36 4 0.23 0.19 0.20 0.10 0.13 0.13 0.25 0.01 0.40 0.09 0.06 0.25 0.21 0.04 0.05 0.10 0.01 0.10 0.09 0.05 0.04 0.05 0.04 0.04 0.09 0.11 5 0.06 0.18 0.07 0.15 0.16 0.05 0.31 0.06 0.02 0.15 0.30 0.07 0.14 0.09 0.01 0.09 0.01 0.04 0.13 0.01 0.11 0.05 0.01 0.08 0.21 0.11 6 0.02 0.06 0.09 0.12 0.08 0.01 0.03 0.06 0.04 0.13 0.08 0.04 0.15 0.02 0.08 0.11 0.09 0.05 0.02 0.12 0.06 0.05 0.22 0.02 0.07 0.13

4.15 0.78 4.05 0.81 4.03 0.80 3.82 0.86 4.14 0.79 3.65 0.96 4.01 0.81 3.75 0.88 3.94 0.90 3.91 0.83 4.04 0.79 3.91 0.87 3.86 0.86 3.82 0.93 3.29 0.97 3.38 0.98 3.43 1.05 3.35 0.97 3.69 0.93 3.22 0.94 3.45 0.95 3.39 0.94 3.77 0.90 3.08 1.01 3.49 0.89 3.46 1.00

(continued)

668 TABLE 1. FACTORS AND FACTOR CORRELATIONS UNDERLYING TEACHERS RATING OF RELUCTANCE IN USING GAMES IN THE CLASSROOM WITH OBLIQUE ROTATION (CONTD) Factor pattern coefficient Factors 20 19 6 12 59 61 44 62 14 28 21 40 Teachers have difficulty locating supporting materials for teaching with games. There is no way to acquire proper help for teaching with games. As of yet, few reference materials for teaching with games exist. Unfortunately, educational authorities have not yet approved a game list for educational purposes. Factor 5: Fixed class schedules Time constraints may inhibit teaching with games. Current curricula do not permit teaching with games because of standard education content and methods. Time allotted in the curriculum does not allow teaching with games. Limited class time does not allow time for game play. Factor 6: Limited budgets Computational power of existing school computers is insufficient to handle games. Most Internet games run on high-speed networks, but schools cannot afford them. Sophisticated games useful for educational purposes require high-end computers to operate at expanded costs. It is diffficult to secure financial resources to buy games and computers for teaching with games. M SD 1 0.30 0.26 0.23 0.35 0.31 0.33 0.31 0.38 0.03 0.06 0.21 0.31 2 0.01 0.05 0.01 0.12 0.03 0.07 0.05 0.01 0.15 0.10 0.11 0.02 3 0.03 0.11 0.04 0.16 0.21 0.07 0.26 0.11 0.11 0.01 0.28 0.11 4 0.72 0.67 0.52 0.49 0.09 0.10 0.20 0.01 0.05 0.08 0.04 0.07 5 0.08 0.01 0.14 0.04 0.58 0.54 0.44 0.39 0.04 0.06 0.07 0.17

BAEK

6 0.09 0.07 0.03 0.06 0.14 0.06 0.12 0.21 0.67 0.04 0.46 0.41

3.98 0.79 3.79 0.88 3.89 0.87 3.63 0.94 3.94 0.90 3.91 0.87 4.08 0.88 4.08 0.78 3.23 1.14 3.48 1.17 3.94 0.90 3.88 0.85

M, mean; SD, standard deviation.

This factor implies teachers believe that games have negative effects and that they may harm students learning. The third factor, Students lack of readiness, consists of six responses with a range of loadings from 0.36 to 0.66. This factor implies that teachers think students behave differently while gaming, and this may be an obstacle in introducing games in the classroom. The fourth factor, Lack of supporting materials, consists of four responses with a range of loadings from 0.49 to 0.72. According to this factor, teachers think that using games in the classroom is hindered by the lack of supporting materials such as game lists and reference materials. The fifth factor, Fixed class schedules, consists of four responses with a range of loadings from 0.39 to 0.58. This factor implies that uniformly assigned teaching sessions should be at teachers discretion so that sessions can be adjusted in order to accommodate game playing time for students. The sixth factor, Limited budgets, consists of four responses with a range of loadings from 0.41 to 0.67. This factor implies that teachers believe teaching with games requires expanded costs, and using games for teaching and learning cannot achieve its goal without sufficient budgets. Although not every item is loaded highly toward every factor with the assigned labels, the general attitudes toward each factor appear to be consistent with the responses of the teachers for each label.

Results II: Analysis of factor scores according to participant gender and teaching experience. Table 2 depicts a oneway ANOVA table of the Anderson-Rubin factor scores by

participants gender. In Table 2, the fourth factor, Lack of supporting materials, is statistically significant at the 0.05 level (0.05 0.035). The mean of scores from these six factors display a discernable pattern, although the differences are not statistically significant except for factor 4. Figure 1 depicts the means of factor scores for factors 1 to 6 according to teacher gender. Whereas the difference in the means of scores from factor 4 is statistically significant, the remaining factors do not display any significant differences, even though there are visible differences. This result implies that both male and female teachers agree on the factors hindering their use of games in the classroom. Table 3 depicts a one-way ANOVA table of the AndersonRubin factor scores by participants teaching experience. In Table 3, we can observe that the second factor, Negative effects of gaming, is statistically significant at the 0.05 level. The means of scores from the first factor, Inflexibility of curriculum, the fourth factor, Lack of supporting materials, and the fifth factor, Fixed class schedules, display a discernable pattern, although only the second factor displays a statistically significant difference. Figure 2 depicts the means of factor scores for factors 1 to 6 by participants teaching experience. The means of scores from the fourth and the fifth factors decrease as teaching experience increases, whereas the means of scores of the first and the second factors for the most experienced teachers decrease. This implies that more experienced teachers tend to feel that the first and second factors are inhibiting them from using games in their classes. Conversely, less experienced teachers tend to feel that the

WHAT HINDERS TEACHERS IN USING GAMES TABLE 2. ANALYSIS SS Inflexibility of the curriculum Between groups Within groups Total Negative effects of gaming Between groups Within groups Total Students unreadiness Between groups Within groups Total Lack of supportive materials Between groups Within groups Total Fixed class schedules Between groups Within groups Total Limited budgets Between groups Within groups Total 2.761 435.239 438.000 0.008 437.992 438.000 0.529 437.471 438.000 4.457 433.543 438.000 3.016 434.984 438.000 2.514 435.486 438.000
OF

669 FACTOR SCORES df 1 437 438 1 1 438 1 437 438 1 437 438 1 437 438 1 437 438
BY

GENDER MS 2.761 0.996 0.008 1.002 0.529 F 2.772 p 0.097

0.008

0.930

0.529

0.467

4.457

4.493

0.035

3.016 0.995 2.514 0.997

3.030

0.082

2.523

0.113

SS, sum of squares; df, degree of freedom; MS, mean square; F, F-value; p, probability.

fourth and the fifth factors are inhibiting them from using games in their classes. Discussion Six inhibiting factors discovered in this study coincide with the results of previous surveys and demonstrate that aligning games with curricula is an emerging issue in adopting games into the classroom. Inflexibility of the curriculum was the strongest factor, and
0.15
0.106

this factor is a realistic obstacle to game use in the classroom. Conversely, Limited budgets was the weakest factor even though it appears to be the most important hurdle for gamebased learning. However, the findings of this study indicate that teachers have difficulty locating useful educational games. Once they have located an effective game, another hurdle appears: to restructure traditional teaching processes in order to effectively integrate and manage the game to be introduced. As such, teachers have to match objectives of gaming with learning objectives when employing games.

0.1
0.075 0.059 0.062 0.056

0.05
0.026

mean

0.006

0.003

Male Female
0.047

0.05

0.01
0.135

0.111

0.101

0.15 Inflexibility of curriculum Negative effects of gaming Students unreadiness Lack of supporting material Fixed class hour Limited budgets

FIG. 1.

Patterns of means of factor scores by gender.

670 TABLE 3. ANALYSIS SS Inflexibility of the curriculum Between groups Within groups Total Negative effects of gaming Between groups Within groups Total Students unreadiness Between groups Within groups Total Lack of supportive materials Between groups Within groups Total Fixed class schedules Between groups Within groups Total Limited budgets Between groups Within groups Total 1.176 301.439 302.615 3.214 308.046 311.160 0.024 338.065 338.089 1.367 301.453 302.820 2.496 318.177 320.673 0.837 288.319 289.156
OF

BAEK FACTOR SCORES df 1 311 312 1 311 312 1 311 312 1 311 312 1 311 312 1 311 312
BY

GENDER MS 1.176 0.969 3.214 0.991 0.024 1.087 1.367 0.969 2.496 1.023 0.837 0.927 F 1.213 p 0.272

3.244

0.050

0.022

0.882

1.410

0.236

2.440

0.119

0.903

0.343

SS, sum of squares; df, degree of freedom; MS, mean square; F, F-value; p, probability.

The author formed the opinion that in order to use games in teaching and learning, both teachers and students should first become proficient players of a game. Shaffer8(p.192) appears to agree: he states that the only way you can help young people become a discerning player is to become literate yourself. . . . When you cant read, it is hard to tell whether a book is bad or whether you just dont know enough to read it. The same is true for games. The second factor, Negative effects of gaming, was the main concern of experienced teachers and parents. Teachers also worry about students becoming addicted to gaming through game use in the classroom. Learning with games

may contribute to a student becoming an addicted gamer. The negative side effects of classroom gaming, which are of concern to teachers, include excessive competition, addiction, and lack of classroom control. Teachers therefore require guidelines in order to use games effectively in their teaching and should become familiar with the learning processes involved in playing games. The third factor, Students lack of readiness, indicates that there are several points to consider before undertaking game-based learning. In addition to prerequisites for traditional learning, teachers must consider student preparedness in realms such as computer literacy, varying levels of diffi-

0.2 0.15 0.1 0.05

Inflexibility of curriculum Negative effects of gaming Students unreadiness Lack of supporting materials Fixed class schedules Limited budgets

Mean

0 0.05 0.1 0.15 0.2 0 to 5 years 0.25 11 or more years

FIG. 2.

Patterns of means of factor scores by teaching experience.

WHAT HINDERS TEACHERS IN USING GAMES culty, game rules, and possible techniques students may use in the game being employed. Games are unlike other instructional media in that they are learning environments, not teaching tools. Thus, varying initial student proficiency levels may result in different degrees of achievement as well as varying attitudes toward using games for their learning. Lack of supporting materials and Fixed class schedules are closely related to the operation of school curricula. Teachers expect assistance and a supportive school environment in order to use gaming in their teaching. This study also examined the pattern of means of factor scores according to teacher gender. In this examination, a clear pattern emerged. Lack of supporting materials, Fixed class schedules, and Limited budgets are factors that female teachers, more so than male teachers, think are more serious as obstacles to game use in the class. The remaining three factors did not display any differences between male and female teachers. Regarding teaching experience, two patterns emerged. The most experienced teachers, to a greater extent than the least experienced teachers, tend to believe that adopting games in teaching is inhibited by Inflexibility of the curriculum and Negative effects of gaming. On the other hand, the least experienced teachers, to a greater extent than the most experienced teachers, believe that adopting games in teaching is inhibited by Lack of supporting materials and Fixed class schedules. From this finding, we can deduce that less experienced teachers place more emphasis on the first set of factors cited above, while experienced teachers attribute hindrance to the second set of factors cited. Generational differences among teachers are also likely to contribute to attitudinal differences between more and less experienced teachers. The findings of this study imply that educational environments for teaching and learning with games should be flexible enough to permit gaming in the classroom. Games can be used appropriately in the classroom when they fit into ongoing curricular activities. Thus, games need to be tailored to curricula so that they can be mapped onto it.5 In addition, an effort should be made to raise awareness among teachers and parents of the positive educational benefits of gaming. Support materials for individual games should also be developed and made available to teachers. Support materials include descriptions of scenarios that can be enacted through the game, methods of evaluating the players performance, and cases or exercises for the players to work through. Above all, teachers and students should be prepared for gaming in the classroom. Both teachers and students need time to familiarize themselves with the educational components of a game. For future studies, an exploration of the factors that encourage teachers to use games in their teaching should be undertaken. Through continued research, it will become possible to develop intrinsically motivated students who enjoy learning while playing games in the classroom. Disclosure Statement The author has no conflict of interest. References
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Address reprint requests to: Dr. Young Kyun Baek Department of Educational Technology Korea National University of Education Inmunkwan 307, Chungwon Gun Kangnae Myun Chungbuk Republic of Korea 363-791 E-mail: youngkyun.baek@gmail.com