The Interplay of Technological Pedagogical Content Knowledge for Games (TPACK-G) and Self-Efficacy in Game-Based Learning Adoption among Pre-service teachers

This study explores the interplay between Technological Pedagogical Content Knowledge for Games (TPACK-G) and self-efficacy in predicting preservice teachers’ adoption of game-based learning (GBL). A quantitative research design was employed, and data were collected from 333 pre-service teachers using random sampling. Standardized instruments, including TPACK-G, self-efficacy, and the Acceptance of Digital Game-Based Learning (ADGBL), were utilized. Correlation analysis showed significant positive relationships among TPACK-G, self-efficacy, and GBL adoption. Stepwise regression identified self-efficacy as the strongest predictor, while discriminant analysis highlighted TPACK-G and self-efficacy as key factors distinguishing high and low GBL adopters. The study emphasizes the need for teacher education programs to foster both technical knowledge and confidence in integrating digital games into teaching practices.