The Challenges of Teachers Using Digital Games for Game-based Learning in Primary, Middle and High schools

Using digital games for game-based learning provides great potential for language learning. However, game-based learning differs from gamification, which teachers may be more familiar with, and it presents numerous conceptual and technical challenges to current front-line teachers, who are considered essential for the success of any technology integration project in schools. It is undeniable that the implementation and effectiveness of game-based learning significantly relies on the willingness of classroom teachers to embrace it. Therefore, this article explores front-line teachers understanding and attitudes toward using digital games for game-based learning and its application in teaching. 4 front-line teachers from the primary, middle and high school levels in China participated in this qualitative study. Data for the study were gathered through semi-structured interviews and subsequently analyzed using thematic and content analysis. According to the findings of the study, the participating teachers showed negative attitudes towards using digital games for language learning purposes, and almost all participants had difficulty distinguishing between game-based learning and gamification; In addition, all participating teachers showed their limited ability in using game-based learning strategies as educational support in teaching. This research aims to enhance the understanding of English teachers perceptions and attitudes toward using digital games for game-based learning in the Chinese context, potentially leading to constructive recommendations for educational authorities. Moreover, relevant teaching resources, including teacher training programs, can be further tailored to meet the specific needs of educators.