Middle School Teacher Perceptions of Digital Game-Based Learning in a 1:1 School District

This study examines middle school teachers' perceptions of Digital Game-Based Learning (DGBL) within a 1:1 school district. In this district, each student is provided with a personal digital device. With the increasing integration of technology in education, DGBL has been recognized as a tool that enhances student engagement, fosters differentiated learning, and improves achievement. However, despite its potential benefits, teacher adoption of DGBL varies widely due to personal beliefs, pedagogical challenges, and institutional barriers. Guided by the Technology Acceptance Model (TAM) and Rogers’ Diffusion of Innovation Theory, this qualitative multiple-case study explores how middle school teachers perceive, implement, and what challenges they face with DGBL in a 1:1 setting. Data were collected through interviews, focus groups, and document analysis. Thematic coding was used to analyze patterns in teachers’ experiences. Findings reveal that while teachers acknowledge DGBL’s ability to increase student engagement and provide immediate feedback, concerns regarding professional development, technical support, and the overwhelming nature of technology integration impact their implementation decisions. The study underscores the need for targeted professional training, enhanced infrastructure, and administrative support to optimize the effectiveness of DGBL in 1:1 school districts. These insights contribute to existing research on educational technology adoption and inform future policy and practice for technology-integrated instruction.