Inclination of teachers towards incorporating mobile game based learning into primary education: A Sri Lankan case study

Abstract

Incorporating information and communication technology (ICT), especially computer/mobile games into teaching and learning has been identified as a proven method of increasing primary grade students’ intrinsic motivation towards learning. However, in countries like Sri Lanka with teacher centric education cultures, the teacher still plays a significant role in the child’s education process. Therefore, it is imperative to look at the teachers’ willingness and inclination to integrate technology enhanced games in their classrooms. The purpose of this study is to investigate the teachers’ preparedness, attitude towards integrating mobile games in teaching and the issues faced by the teachers when trying to use technology in the Sri Lankan primary classroom. A questionnaire for assessing mobile game based learning readiness was designed and used as the research instrument to assess the inclination of teachers to incorporate mobile-based games for learning in their classroom. The survey was conducted involving primary school teachers in four Type 3 schools of Gampaha district in Sri Lanka. Type 3 schools have classes only up to grade 8. It was identified that the teachers in Type 3 schools of Gampaha district are moderately inclined towards incorporating mobile games into their day-to-day teaching activities.