In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics

Board games have become popular for teaching practices. Yet, factors of teachers' acceptance of board games remain unknown. In the present mixed-method cross-sectional survey study, 255 in-service French teachers were surveyed to examine the impact commercial-off-the-shelves and serious of board games, prior gaming experience, norms, and attitudes. Findings showed that teachers perceived more opportunities to learn for serious than for commercial-off-the-shelf board games. Attitudes had a positive impact on all variables and exerted a stronger impact than norms. Prior personal and professional gaming experience affected differently teachers' acceptance of board games. Educational implications for teachers’ training programs are discussed. • Teachers perceive more opportunities to learn for serious than for commercial off-the-shelf board games. • Personal and professional prior gaming experience differentially influence teachers’ acceptance of board games. • Attitude is the strongest predictor of in-service teachers’ acceptance of board games. • Teachers need more evidence-based knowledge and training to use efficiently board games in classrooms. • Teacher-related and contextual-related factors influence teachers’ perceptions of game-based learning with board games.