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Computer Assisted Language Learning Electronic Journal (CALL-EJ), 23(3), 70-93, 2022
The Winding Path towards Implementing Digital Game-based
Learning (DGBL) in an Educational Context: the Voices of Pre-service
Teachers
Reza Dashtestani (rdashtestani@ut.ac.ir)
University of Tehran, Iran
Abstract
There has been increasing interest in the implementation of digital game-based learning
in language teaching contexts. This study used a mixed-methods design to unpack the
attitudes of Iranian pre-service teachers of teaching English as a foreign language (TEFL)
towards the implementation of digital game-based learning. Pre-service teachers of TEFL
participated in the survey (n=101) and interviews (n=32). The construct of the
questionnaire was validated using factor analysis. The results indicated that the pre-
service teachers had favorable perspectives on DGBL. The participants perceived that
DGBL could enhance collaborative and interactive learning, develop students’ problem-
solving skills, and create authentic language learning contexts. The perceived challenges
of DGBL included teachers’ lack of knowledge about DGBL, the lack of digital facilities
in classes, and the lack of availability of suitable educational digital games. The
participants believed that DGBL could be very effective for adolescents, effective for
young learners, moderately effective for young adults, and slightly effective for adults.
Regarding the language learning skills, it was perceived that the implementation of game-
based learning could be very effective for teaching vocabulary and pronunciation, and
effective for teaching speaking, listening, and grammar; however, the participants
believed that digital games could be slightly effective for teaching reading comprehension
and writing. In the interviews, the pre-service teachers pointed out that they had
limited/no use of digital games in their teaching. The pre-service teachers proposed some
suggestions for facilitating the implementation of DGBL. The suggestions include
training teachers about the principles of digital game-based learning, equipping classes
with the digital facilities required for digital game-based learning, engaging EFL teachers
in digital game development projects, and fostering teachers’ digital literacy levels.
Factors such as the age of the learners, levels of proficiency, and teachers’ and students’
attitudes towards and readiness for DGBL were regarded as important in implementing
DGBL. The study offers several implications for renewing current EFL courses and TEFL
teacher training/education programs.
Keywords: TEFL; pre-service teachers; digital game-based learning; attitudes;
implementation
Introduction
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DGBL and the utilization of digital games for educational purposes have become
the focus of attention of researchers and scholars of educational technology. Therefore, a
large number of articles have been published in this field of research. In language learning
contexts, the use of digital games has gained increasing popularity, therefore, researchers
of computer-assisted language learning (CALL) have considered digital game-based
language learning as an important research focus (Peterson, 2010). More specifically,
CALL research has dealt with issues such as DGBL and young language learners (e.g.
Sylvén & Sundqvist, 2012), DGBL and language learner autonomy (e.g. Chik, 2011),
DGBL and communication (Wu, Chen, & Huang, 2014), DGBL and vocabulary learning
(Ebrahimzadeh & Alavi, 2016), and DGBL and mobile-assisted language learning
(MALL) (Kassem, 2018).
A considerable body of research has also been directed toward students’ learning
with the aid of digital games. Implementing DGBL needs the cooperation and positive
responses of teachers. Equipping teachers with the competence of implementing DGBL
can have a direct impact on incorporating digital games in educational settings. Having
taken these issues into account, this study used a mixed-methods design to assess the
current opportunities, affordances, and challenges of implementing DGBL in the
language teaching context of Iran. Because research on pre-service teacher trainees’
perspectives on the applicability of digital game-based learning is limited, this study can
have pedagogical and theoretical implications for re-considering current English as a
foreign language (EFL) courses in Iran and paving the way for creating more interactive
learning environments in language teaching and learning contexts.
Theoretical framework
Integrating DGBL into educational curricula has been an important aim of many
educational institutions and universities. One major step towards integrating DGBL in
educational settings is to provide pre-service and in-service teachers with appropriate
teacher training/education on the use of digital games in educational settings (Foster &
Shah, 2020). In foreign language teaching contexts, the role of teacher education in
raising EFL pre-service teachers' awareness of the potential of digital game-based
learning is undeniable and important. Moreover, pre-service teachers’ attitudes and
behaviors regarding DGBL should be taken into account. Future (pre-service) teachers
should receive proper instruction and training on how to use various digital tools,
including digital games in their teacher education/training programs (Blume, 2019).
Alyaz and Genc (2016) argue that when teachers are concerned about the use of digital
games for teaching purposes, they are mostly worried about the pedagogical and technical
challenges that DGBL might impose on them. They further suggest that teacher training
programs are required to enable teachers to integrate DGBL into their pedagogy.
With regards to the principles of DGBL integration in teacher education programs,
Foster and Shah (2020) point out some important principles based on the findings of
previous research. The first principle suggests that teachers play pivotal roles in
implementing DGBL. More specifically, teachers can play a mediating role in engaging
students in game-based learning and accomplishing curricular goals and missions. The
second principle refers to the fact that digital games are a part of the curriculum. This
issue implies that teachers should be able to identify the limitations and strengths of each
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digital game based on the specifications of educational curricula and be supported to adapt
and improve digital games for their educational purposes. Therefore, when games are
considered an integral part of the curriculum, teachers may play the most important roles
in the selection, adaptation, and identification of suitable digital games.
The other considerable issue in support of game-based learning is that the use of
digital games can facilitate the process of learning. Teachers should supervise the process
of game-based learning before, during, and after using the digital game in the classroom.
In this way, teachers can identify and accommodate learners’ motivational, cognitive,
emotional, and socio-cultural needs and requirements. In teacher training/education
programs, teachers should learn how to take systematic and scientific procedures to teach
with digital games effectively. The next principle provides insight into the fact that digital
games should be used concerning contextual and pedagogical factors. Thus, teachers
should have a clear understanding of the contextual and pedagogical factors which can
result in the successful implementation of DGBL. More importantly, research has shown
that teachers’ competence to implement DGBL develops over time and gradually.
Teacher education programs should take effective measures to establish long-term goals
and plans to foster teachers’ confidence and ability to use digital games, and their ability
to combine DGBL with pedagogical and curricular goals. Finally, a change in teachers’
identity should take place in teacher education programs. Teachers should consider
DGBL as a part of their professional development process and promote their teaching
identities after becoming able to teach with digital games effectively (Foster & Shah,
2020).
Integrating gamification in EFL instruction has also been the focus of attention in
recent years. Implementing gamification in EFL instruction can have significant impacts
on students’ learning behaviors, cognitive ability, self-determination, interest, emotional
status, and traits (Flores, 2015; Sailer et al., 2014). Moreover, developing gamified
learning environments in EFL contexts can contribute to easier learning of language skills
and more collaboration in the EFL class. Gamification enables EFL teachers to develop
meaningful learning contexts and learning processes which “move away from just a game
thinking mentality to a techno-constructivist mentality” (Flores, 2015, p. 50).
Research on digital game-based learning in EFL/TEFL contexts
Müller et al. (2018) used an experimental design to evaluate the effectiveness of
a web-based game for learning English idioms. Two groups of EFL students from Japan
and Iran took part in the study and played an idiom game called Idiomatico. The findings
of the study indicated that the use of the game facilitated the learning of idioms for
students in both contexts. The results also showed that attitudinal and motivational factors
played a pivotal role in students’ learning and acceptance of the game. In Saudi Arabia,
Alamr (2019) explored teenagers’ use of digital games for learning EFL. The findings
indicated the positive and valuable effects of digital games on EFL students’ perceptions.
The kind of digital game was shown to affect students’ learning achievement. Playing
digital games had also an impact on students’ social interaction levels and speaking and
listening skills. Wu et al. (2014) assessed the effect of a digital task i.e. a collaborative
board game platform on EFL students’ learning gains. They reported that the students
who played the digital game improved in terms of their communicative competence in
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comparison to those who did not play the game. It was also revealed that the use of the
digital game created an interactive environment for students in which they were able to
foster their speaking skills. The study provided insight into the fact that collaborative
learning through the use of digital games in the EFL classroom can have a positive effect
on EFL students’ learning achievement. Concerning the impact of games on EFL students’
writing competence, Lin et al. (2018) suggested that the use of games along with
implementing the flipped learning approach can have a positive effect on students’ ability
to write. Furthermore, those learners who learned in flipped learning environments had
fewer writing mistakes and errors compared to those who attended traditional learning
environments.
With regards to EFL teachers’ attitudes towards DGBL, Li (2017) reported on the
results of a mixed-methods study about 76 Chinese teachers of EFL. The findings
illustrated that the EFL teachers held positive perspectives on the use of digital games for
teaching EFL. The teachers participating in the study thought that using digital games
could promote students’ motivation levels and facilitate the process of vocabulary
learning. However, incorporating digital games into the EFL syllabus/curriculum was a
significant challenge. The teachers also stressed the removal of administrative and
financial barriers to implementing DGBL in EFL contexts. In a similar study, Zohud
(2019) investigated the potential of DGBL from the perspectives of Palestinian and
Spanish teachers of EFL. Interviews and questionnaires were utilized for collecting the
data. Results indicated that both Palestinian and Spanish teachers of EFL had favorable
perceptions of the use of digital games for learning EFL. The findings also suggested that
using digital games could help students learn English vocabulary items, increase students’
motivation to learn new words, encourage independent and active learning in EFL
students, and strengthen students’ memorization skills. In contrast, the results showed that
the teachers did not make use of digital games for their teaching and lacked the knowledge
to use digital games for their teaching. Moreover, the younger teachers used digital games
more frequently than the older teachers. More recently, Blume (2020) carried out a
research study on German EFL pre-service teachers’ attitudes towards and use of digital
games for learning EFL. The results revealed the positive attitudes of pre-service teachers,
but their limited/no use of digital games for teaching/learning EFL. Taufiket al. (2020)
examined Indonesian EFL teachers’ use of digital games in EFL courses. It was argued
that only a few teachers were able to implement game-based learning in the EFL course.
The majority of the EFL teachers were in favor of implementing game-based learning due
to its benefits and advantages for EFL students. There were some limitations such as the
internet connectivity and speed, the lack of class time, and the difficulty of training
students on how to use the digital game.
Significance of the study
The integration of CALL and pedagogical applications of technology in EFL
instruction have attracted tremendous attention (Dashtesani, 2016; Hong, 2010). Game-
based learning and teacher education is a topic that has been mostly uninvestigated by
EFL researchers. Furthermore, previous research has also emphasized the training of pre-
service teacher trainees in game-based learning (Blume, 2020; Foster & Shah, 2020). Pre-
service teacher trainees of TEFL in Iran should attend MA courses and receive formal
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training/education. Since the study can have implications for teacher education courses
of TEFL, pre-service teacher trainees who were studying the modern principles and
theories of language teaching and pedagogy were considered for this study. The findings
of the study can have implications for the renewal of the type of training/education pre-
service teacher trainees receive. The findings of the study will enable TEFL decision-
makers and teacher trainers/educators to adopt more modern and needs-based instruction
for pre-service teacher trainees.
The literature on digital game-based learning shows that the majority of research
findings are linked to the affordances and benefits of DGBL; however, research on the
challenges of DGBL for pre-service teacher trainees is still lacking. The perspectives of
pre-service teacher trainees, who are studying at the higher education level, can provide
promising insights into the obstacles and limitations of DGBL. Having taken these issues
into account, the present study was conducted to fill in this research gap and explore both
the instructional, pragmatic, and attitudinal merits and limitations of implementing DGBL
in the higher education context of Iran. The study can have applications and implications
for the EFL context of Iran and many other contexts in which the use of digital games for
educational purposes might be problematic and challenging.
Research questions
The present study explored five research questions relevant to digital game-
based learning:
1. What were the Iranian TEFL pre-service teacher trainees’ attitudes towards digital
game-based language learning?
2. What were the Iranian TEFL pre-service teacher trainees’ perspectives on the
challenges of digital game-based language learning?
3. What were the Iranian TEFL pre-service teacher trainees’ perspectives on the suitable
student age range and language learning skills/sub-skills for effective implementation of
digital game-based learning?
4. What were the Iranian TEFL pre-service teacher trainees’ suggestions for integrating
digital game-based learning into the language learning curriculum?
5. What were the Iranian TEFL pre-service teacher trainees’ perspectives on factors
affecting their adoption of game-based learning?
Methodology
A mixed-methods design was considered for this study. “Mixed methods
research is the type of research in which a researcher or team of researchers combines
elements of qualitative and quantitative research approaches (e. g., use of qualitative and
quantitative viewpoints, data collection, analysis, inference techniques) for the broad
purposes of breadth and depth of understanding and corroboration” (Johnson et al., 2007,
p. 123). Since peoples’ attitudes are complex and complicated constructs, both qualitative
and quantitative data sources should be collected to provide supplementary and
confirmatory data. Findings that were confirmed by both instruments were reported in
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this study. The triangulated data obtained from both instruments were considered to
increase the credibility and validity of the findings of the study.
Participants
The participants of the survey study were 101 pre-service teachers who were MA
students of TEFL studying at seven Iranian universities. The pre-service teachers had an
age range of 25-32 years. Based on their reports, all the teachers knew the concept of
digital games and had played at least one digital game before the time of the data
collection. Those participants who had no prior experience in using digital games were
excluded from the study. The sample comprised 65 female and 36 male pre-service
teachers. From the same sample, a total of 32 pre-service teachers participated in the
interviews. The participants reported that they had a moderate level of digital literacy. All
the participants took part in the study voluntarily.
Instruments
Questionnaires were distributed among pre-service teachers of TEFL. The
questionnaire was designed based on previous research about digital game-based
learning( Bar, 2018; Berg Marklund, 2015; Blume, 2020; Flores, 2015; Foster & Shah
2020; Li, 2016; Sailer et al., 2014; Taufik et al., 2020). Apart from the demographic
information, 63 items were included in the survey. Six factors were taken into account for
constructing the instrument. The first factor analyzed the attitudes of pre-service teachers
toward digital game-based learning (scales: strongly disagree, disagree, neither agree
nor disagree, agree, and strongly agree). The second factor explored the challenges of
implementing digital game-based learning (scales: not challenging at all, slightly
challenging, undecided, challenging, and strongly challenging). The third factor
scrutinized the suitable student age range for effective digital game-based learning (scale:
not effective at all, slightly effective, moderately effective, effective, and very effective).
The fourth factor examined language learning skills suitable for effective game-based
learning (scale: not effective at all, slightly effective, moderately effective, effective, and
very effective). The fifth section dealt with suggestions for integrating digital game-based
learning into the language learning curriculum (scales: not important at all, slightly
important, moderately important, important, and very important). The last factor sought
factors affecting EFL teachers’ adoption of game-based learning (scales: not important at
all, slightly important, moderately important, important, and very important).
The reliability analysis (Table 1) showed that the questionnaire had a high level
of consistency (Cronbach’s Alpha=0.884). Moreover, exploratory factor analysis and the
Cronbach’s Alpha test were considered and run for each section, including the first
section on attitudes of pre-service teachers towards digital game-based learning
(KMO=0.767, Bartlett’s test of sphericity=557.224, df=190, sig= 0.000, 6 factors), the
second section on the challenges of implementing digital game-based learning
(KMO=0.758, Bartlett’s test of sphericity=287.491, df=91, sig=0.000, 5 factors), the third
section on the suitable student age range for effective digital game-based
learning(KMO=0.571, Bartlett’s test of sphericity=88.162, df=6, sig=0.000, 2 factors),
the fourth section on language learning skills suitable for effective game-based learning
(KMO=0.714, Bartlett’s test of sphericity=208.759, df=21, sig=0.000, 3 factors), the fifth
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section on suggestions for integrating digital game-based learning in the language
learning curriculum(KMO=0.834, Bartlett’s test of sphericity=228.860, df=36, sig=0.000,
2 factors), and the last section on factors affecting EFL teachers’ adoption of game-based
learning(KMO=0.716, Bartlett’s test of sphericity=123.924, df=36, sig=0.000, 3 factors).
Acceptable reliability levels and factorial structures were achieved for each section of the
questionnaire. Measures to ensure the content and face validity of the questionnaire were
also taken into account.
Table 1
The reliability of the questionnaire sections
____________________________________________________________________
Section Number Cronbach’s Alpha
of
items
____________________________________________________________________
1. Attitudes of pre-service 20 0.801
teachers toward digital
game-based learning
2. Challenges of implementing 14 0.710
digital game-based learning
3. The suitable student age range 4 0.622
for effective digital game-based
4. Language learning skills suitable 7 0. 605
for effective game-based learning
5. Suggestions for integrating digital 9 0.805
game-based learning in the language
learning curriculum
6. Factors affecting EFL teachers’ 9 0.624
adoption of game-based learning
______________________________________________________________________
Furthermore, interview questions were written in line with the factors considered
in the survey. The questions explored participants’ attitudes towards digital game-based
learning, challenges of implementing digital game-based learning, the appropriate student
age for implementing digital game-based learning, the language skills suitable for
implementing digital game-based learning, suggestions to facilitate the implementation
of digital game-based learning, pre-service teachers’ current use of digital games for
educational purposes, and factors which affect the implementation of digital game-based
learning. The content of the questions was validated by inviting three experts of
educational technology and CALL to evaluate the content and appropriateness of the
questions. The interviews were semi-structured.
The ethical issues related to the voluntary participation of the participants in the
study and issues relevant to confidentiality were all included in a consent form and the
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participants signed the consent form. The participants were told that the research data
were used for research purposes and not any other purposes.
Data analysis
The results were presented using the mean and standard deviation for each item
of the survey. The Cronbach’s Alpha test was considered for reliability analyses.
Exploratory factor analysis was also taken into account for the construct validation of the
survey. The statistical software SPSS 16 was utilized for conducting quantitative analyses.
The interviews were conducted and the content of the responses to each question was
analyzed. Based on thematic analysis, the frequent themes were extracted and reported in
the study.
Results
Attitudes towards digital game-based learning
The survey results
The results shown in Table 2 indicate the positive attitudes of pre-service
teachers towards digital game-based learning. The teachers had a general agreement on
some benefits of digital game-based learning such as enhancement of students’ memory
capacity, learning through problem-solving, promotion of students’ critical thinking,
consideration of different learning styles, creation of interactive learning environments,
introduction of a variety into language teaching, provision of authentic learning,
development of student-centered learning, increase of student engagement, increase of
students’ motivation, improvement of digital literacy, collaborative learning, learning by
doing, opportunities for repeated practice, and improvement of students’ social skills.
Table 2
TEFL pre-service teachers’ attitudes towards digital game-based language learning
_________________________________________________________________
Survey items Mean SD
______________________________________________________________________
1. Using digital games in language 4.00 0.762
teaching enhances students’ memory
capacity
______________________________________________________________________
2. Using digital games in language 4.11 0.747
teaching helps students learn through
problem-solving
______________________________________________________________________
3. Using digital games in language 4.18 0.841
teaching fosters students’ critical
thinking skills
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______________________________________________________________________
4. Different learning styles can be 4.03 0.854
considered using digital games in
language teaching
______________________________________________________________________
5. Using digital games in language 4.34 0.667
teaching creates interactive learning
environments
______________________________________________________________________
6. Using digital games in language 3.99 0.714
teaching provides variety to teaching
techniques/practices
______________________________________________________________________
7. Using digital games in language 4.07 0.828
teaching provides authentic learning
situations
______________________________________________________________________
8. Using digital games in language 3.98 0.916
teaching strengthens student-centered
learning
______________________________________________________________________
9. Adequate feedback can be provided 3.35 1.161
using digital games in language teaching
______________________________________________________________________
10. Using digital games in language 4.21 0.697
teaching can increase student
engagement
______________________________________________________________________
11. Digital games can be easily included 3.46 1.091
in the lesson plan
______________________________________________________________________
12. Using digital games in language 4.05 0.887
teaching increases students’ motivation
for learning
______________________________________________________________________
13. Using digital games in language 4.13 0.757
teaching promotes teachers’/students’
digital literacy
______________________________________________________________________
14. Using digital games in language 3.74 0.796
teaching reduces students’ anxiety
in the classroom
______________________________________________________________________
15. Digital games can be used with 3.86 0.895
different language teaching methods/
approaches
______________________________________________________________________
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16. Using digital games in language 4.33 0.763
teaching encourages collaborative
learning
______________________________________________________________________
17. Using digital games in language 3.79 0.875
teaching provides teachers with tools
to evaluate students in different ways
______________________________________________________________________
18. Students will learn by doing 4.00 0.872
using digital games in language
teaching
______________________________________________________________________
19. Using digital games in language 4.09 0.750
teaching provides repeated practice
for students
______________________________________________________________________
20. Using digital games in language 4.18 0.841
teaching teaches students’ social skills
______________________________________________________________________
Likert scales: 1. Strongly disagree; 2. Disagree; 3. Neither agree nor disagree; 4. Agree;
5. Strongly agree
The interview results
The interview results were generally in line with the results of the survey. The
majority of the pre-service teacher trainees were positive about DGBL. They believed
that DGBL could make language teaching more interactive and collaborative.
What I can say is that digital games are very useful tools for language teaching.
Nowadays, I can see a wide range of digital games on the Internet and
smartphones. Games can add more interaction to the EFL class and engage
students with language learning tasks and activities in a more effective way. I am
generally positive if digital games are to be used in the language learning context
of Iran subject to solving some problems and limitations in this regard (Pre-
service Teacher Trainee 3).
They also mentioned that by implementing DGBL, language learning would be
more authentic and close to real-life situations.
This is an interesting idea in my view. Digital games are used by our students,
especially younger ones, in their real lives outside the constraints of the classroom.
Based on my observations, students are very keen on playing digital games
nowadays. Of course, there is a generation gap issue between our young students
and us, but we should be willing to respond to this need of students which is digital
game-based learning (Pre-service Teacher Trainee 18).
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The participants further pointed out that DGBL allowed students to learn using
problem-solving skills and promoted discovery learning.
I play digital games myself and am interested in using them for recreational
purposes. One important benefit of using digital games for EFL students is the fact
that students can learn through problem-solving. Games can expose students to
some problems and they should discover some solutions to solve the problems of
the games (Pre-service Teacher Trainee 22).
The participants also mentioned that the use of digital games could give EFL
teachers more pedagogical and instructional options.
The EFL context of Iran is flourishing in my view. I think the use of some
technologies such as digital games can improve the status quo and give more
pedagogical opportunities to Iranian EFL teachers (Pre-service Teacher Trainee
8).
Challenges of implementing digital game-based learning
The survey results
The findings related to the challenges of implementing digital game-based
learning are illustrated in Table 3. The perceived challenges comprised unavailability of
suitable digital games, teachers’ unfamiliarity with digital games, learners’ inability to
use digital games, the lack of access to needs-specific digital games, cultural resistance
to games as educational tools, the lack of required digital facilities in the classroom, the
low digital literacy levels of teachers and students, the lack of involvement of teachers in
the process of digital game development, educational directors’ lack of attention to digital
game-based learning, and teachers’ lack of knowledge about digital game-based learning.
Table 3
TEFL pre-service teachers’ perspectives on the challenges of digital game-based
language learning
______________________________________________________________
Survey items Mean SD
______________________________________________________________________
1. The combination of digital games 3.10 1.338
with the language learning curriculum
______________________________________________________________________
2. Conformity of digital-based learning 3.21 1.252
with teaching/learning objectives/goals
______________________________________________________________________
3. Unavailability of suitable digital games 4.11 0.747
for language teaching/learning
______________________________________________________________________
4. Teachers’ unfamiliarity with digital 3.91 0.789
games
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______________________________________________________________________
5. Learners’ inability to use digital games 4.14 0.813
______________________________________________________________________
6. The lack of access to needs-specific 4.00 0.872
digital games for language teaching
______________________________________________________________________
7. Cultural resistances to games used for 4.30 0.6
educational purposes
______________________________________________________________________
8. The lack of digital facilities to use digital 4.12 0.765
games in the class
______________________________________________________________________
9. The lack of enough learner debriefing 3.22 1.270
about the educational aims of the game
______________________________________________________________________
10. The low digital literacy levels of teachers 4.16 0.659
/students to use digital games for educational
purposes
______________________________________________________________________
11. The lack of involvement of teachers 4.05 0.867
in the process of digital game development
______________________________________________________________________
12. The lack of class time to allocate to the game- 3.52 1.316
based learning
______________________________________________________________________
13. Educational directs’ lack of 4.20 0.707
attention to game-based learning
______________________________________________________________________
14. Teachers’ lack of knowledge about 4.31 0.612
Implementing digital game-based learning in
language teaching contexts
______________________________________________________________________
Likert scales: 1. Not challenging at all; 2. Slightly challenging; 3. Undecided; 4.
Challenging; 5. Strongly challenging
The interview results
The interview results indicated that the majority of the participants were aware of
the potential challenges and limitations of DGBL. One challenge mentioned by the
participants was their lack of knowledge about educational games and how to use them.
They mentioned that they were not able to choose effective games for their teaching
practices.
I believe that I am not competent enough to use digital games. I lack both
pedagogical and technological knowledge on how to use digital games for my
teaching purposes. I am of the opinion that digital games cannot be used when we,
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as teachers, are not competent enough on how to use them and how to integrate
them into our teaching practices (Pre-service Teacher Trainee 4).
As a teacher, I do not know what type of digital game can be suitable for what type
of purpose. For example, I do not know what digital games can be useful for
fostering students’ grammar knowledge. In my point of view, teachers must be
aware of the potential of each type of digital game for improving students’
achievement and learning (Pre-service Teacher Trainee 5).
The participants also complained that many educational games were unavailable
for teachers and the available games were common games produced for entertainment
purposes and not educational ones.
Are there suitable and scientifically-developed digital games for educational
purposes? I doubt you can find quality ones in Iran. I suppose the first problem is
that in our educational institutions access to digital games is not easy. I think
institutions should have a repertoire of digital games which are suitable for
educational purposes. I am dubious whether all common digital games can be used
for language learning. I think we need to facilitate teachers’ access to digital
games in our educational system (Pre-service Teacher Trainee 17).
The participants also pointed out that EFL classes in Iran were not equipped with
the digital facilities required for DGBL.
See! What I usually say here and there is that the first condition for using any
technology is the provision of relevant digital facilities. No technology can be used
without having the required facilities and equipment. Digital game-based learning
is not an exception (Pre-service Teacher Trainee 30).
The suitable student age range for effective digital game-based learning
The survey results
Table 4 demonstrates the findings of the survey regarding the age range factor
for implementing digital game-based learning. The results show that the pre-service
teachers believed that digital game-based learning can be very effective for adolescents,
and effective for young learners. However, it was reported that digital game-based
learning can be moderately effective for young adults and slightly effective for adults.
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Table 4
TEFL pre-service teachers’ perspectives on the suitable student age for implementing
digital game-based learning
______________________________________________________________________
Survey items Mean SD
______________________________________________________________________
1. Young learners (5-12 years old) 4.30 1.044
______________________________________________________________________
2. Adolescents (13-18 years old) 4.62 0.691
______________________________________________________________________
3. Young Adults (19 and 39) 3.90 1.072
______________________________________________________________________
_______________
4. Adults (older than 40 years old) 2.94 1.215
______________________________________________________________________
Likert scales: 1. Not effective at all; 2. Slightly effective; 3. Moderately effective; 4.
Effective; 5. Very effective
The interview results
The majority of the participants believed that digital games could be most
effectively used for younger students due to their high level of digital literacy and their
increasing interest in using digital games.
Ideally, digital games are interesting for younger groups of learners. Of course,
this does not mean that older learners cannot benefit from digital game-based
learning, but they usually do not have enough ability and may be interested to use
digital games and technology (Pre-service Teacher Trainee 10)
The pre-service teacher trainees also reported that teenagers were the most
interested students for whom DGBL can be implemented.
In my view, teenagers are really enthusiastic about digital games. They use them
actively and commonly for fun and entertainment. They can be trained to use
digital games for learning as well. Most teenagers are willing to learn about
digital games (Pre-service Teacher Trainee 32).
All my teenage students play digital games and talk about them every day. Using
digital games for teaching these students is a very good idea. I am sure they’ll
welcome this idea too (Pre-service Teacher Trainee 25).
Some participants also mentioned that subject to some training and awareness-
raising, adults can take interest in using digital games as well.
Both adults and young learners like digital games. The games are designed for all
age groups, but adults may need more training and focus to use and take interest
in digital games. Young learners are gamers themselves and can adapt themselves
84
to the conditions of digital game-based learning very quickly (Pre-service Teacher
Trainee 6).
Language learning skills suitable for effective game-based learning
The survey results
Based on the findings of Table 5, the participants believed that the
implementation of game-based learning can be very effective for teaching vocabulary and
pronunciation. They also perceived that the use of digital games can be effective for
teaching speaking, listening, and grammar. However, the participants reported that digital
games can be slightly effective for teaching reading comprehension and writing.
Table 5
TEFL pre-service teachers’ perspectives on language learning skills suitable for effective
game-based learning
___________________________________________________________________
Survey items Mean SD
______________________________________________________________________
Using digital games for teaching:
1. Reading comprehension 1.56 1.043
______________________________________________________________________
2. Listening 4.30 0.944
______________________________________________________________________
3. Speaking 4.44 0.877
______________________________________________________________________
4. Writing 1.81 1.426
______________________________________________________________________
5. Pronunciation 4.50 0.856
______________________________________________________________________
6. Grammar 4.32 0.927
______________________________________________________________________
7. Vocabulary 4.81 0.644
______________________________________________________________________
Likert scales: 1. Not effective at all; 2. Slightly effective; 3. Moderately effective; 4.
Effective; 5. Very effective
The interview results
The majority of the participants believed that digital games could be most
effectively used for teaching vocabulary, including idioms and collocations. They also
perceived that grammar and pronunciation could be taught using digital games.
Digital games can be utilized for teaching vocabulary and lexical items. I have
seen several applications linked to digital games on my mobile phone which can
teach new vocabulary items to students in a very interactive and entertaining
85
manner. Other skills can also be considered such as grammar and pronunciation.
I am not fully aware of the other language skills which can be promoted through
the use of digital games (Pre-service Teacher Trainee 9).
Some participants mentioned that DGBL can be useful for teaching listening and
speaking.
My impression is that digital games are applicable for teaching important skills of
listening and speaking. Students can play digital games and talk to each other to
solve the problems raised by the story of the game. Also, they can listen to each
other and the characters who speak in the games. Therefore, these two skills are
the ones that can be taken into account when delving into digital game-based
learning (Pre-service Teacher Trainee 13).
The majority of the participants asserted that they did not use digital games for
language teaching, while few of them mentioned that they used, and at times, encouraged
learners to use some mobile-based digital games for fostering their vocabulary knowledge.
Even though I am aware digital games are important learning and teaching
options, I usually do not use them for my teaching. I sometimes make my students
motivated to use digital games available on their mobile devices in order to teach
words (Pre-service Teacher Trainee 14).
Digital games are not included in my teaching practice in general. I have not
thought about the reasons yet, but I cannot find a reason why not to use them for
language learning (Pre-service Teacher Trainee 20).
Suggestions for integrating digital game-based learning in the language learning
curriculum
The survey results
The values indicated in Table 6 show that the pre-service teachers had an
agreement on the importance of almost all suggestions presented in the questionnaire. The
suggestions include providing access to (new) digital games, engaging language teachers
in digital game production/development, developing needs-specific digital games for
different groups of students, training students on how to use digital games (for language
learning), training teachers on how to use digital games (for language teaching),
enhancing the quality of digital facilities in classrooms to enable teachers to use digital
games, awareness-raining about the use of digital games for educational purposes,
including game-based learning techniques/ principles in teacher training/education
programs, and including digital games in mainstream textbooks/teaching materials.
Table 6
TEFL pre-service teachers’ suggestions for integrating digital game-based learning in
the language learning curriculum
______________________________________________________________________
86
Survey items Mean SD
______________________________________________________________________
1. Providing access to (new) digital games 4.21 0.712
______________________________________________________________________
2. Engaging language teachers in digital 4.09 0.776
game production/development
______________________________________________________________________
3. Developing needs-specific digital games 4.06 0.661
for different groups of students
______________________________________________________________________
4. Training students on how to use digital 3.96 0.747
games (for language learning)
______________________________________________________________________
5. Training teachers on how to use digital 4.21
0.725
games (for language teaching)
______________________________________________________________________
6. Enhancing the quality of digital facilities 4.24 0.619
in classrooms to enable teachers to use digital
games
______________________________________________________________________
7. Awareness-raining about the use of digital 4.17 0. 736
games for educational purposes
______________________________________________________________________
8. Including game-based learning techniques/ 4.17 0.722
principles in teacher training/education programs
______________________________________________________________________
9. Including digital games in mainstream 3.97 0.727
textbooks/teaching materials
_________________________________________________________________
Likert scales: 1. Not important at all; 2. Slightly important; 3. Moderately important; 4.
Important; 5. Very important
The interview results
The pre-service teacher trainees believed that they needed to know more about
DGBL. They deemed that training on the principles of DGBL and fostering their digital
literacy was an important measure to take.
Now, we experience various types of training and education. Digital game-based
learning can be an interesting choice for many pre-service teacher trainees in my
view. Digital game-based learning can make our future teaching practice
exceptional and distinguished from other EFL teachers. I am eager to know more
about it and think that without training and reflection, it’s not possible to learn
how to use digital games for teaching purposes (Pre-service Teacher Trainee 27).
87
The participants mentioned that if educational games are to be developed, EFL
teachers should cooperate with IT experts to produce such games
I want to add that digital games are produced by IT experts. Why aren’t language
teachers involved in this process? Well, we do not know much about technologies
and IT, but can’t we propose ideas on pedagogical and teaching methodological
issues? I think this cooperation between teachers and IT experts can be promising
and beneficial for the professional development of both parties (Pre-service
Teacher Trainee 11).
Some participants argued that implementing DGBL was an institutional and
contextual measure that needed the support and positive attitudes of students and
educational directors as well.
Teachers are just one piece of the puzzle. More important than teachers might be
educational decision-makers and course designers. Even students should be
positive and willing for digital game-based learning. If all these stakeholders,
including teachers, adopt positive attitudes towards digital game-based learning,
its implementation will become possible and facile in my mind (Pre-service
Teacher Trainee 28).
Equipping classes with the digital facilities required for digital game-based
learning was another suggestion proposed by the participants.
What measure can be more important than equipping universities and institutions
with digital tools and facilities? We must do this sooner (Pre-service Teacher
Trainee 2).
Factors affecting EFL teachers’ adoption of game-based learning
The survey results
Table 7 depicted that the participants regarded most of the factors presented in
the survey as important. The perceived factors included the age of the learners, learners’
levels of proficiency, learner’s attitudes towards digital games, the type of language skill
to be taught, institutional support for using digital games in language teaching,
availability of suitable digital games, availability of digital facilities in the classroom, and
compatibility of teaching objectives/goals with the use of the digital game
88
Table 7
TEFL pre-service teachers’ perspectives on factors affecting EFL teachers’ adoption of
game-based learning
______________________________________________________________________
Survey items Mean SD
______________________________________________________________________
1. The age of the learners 4.25 0.684
______________________________________________________________________
2. Learners’ levels of proficiency 4.07 0.765
______________________________________________________________
3. Learner’s attitudes towards digital 3.94 0.822
games
________________________________________________________________
4. The type of language skill to be 4.45 0.624
taught
________________________________________________________________
5. Type of language teaching method/ 3.23 1.139
technique
______________________________________________________________
6. Institutional support for using digital 4.31 0.797
games in language teaching
______________________________________________________________________
7. Availability of suitable digital games 4.25 0.754
______________________________________________________________________
8. Availability of digital facilities in the 4.27 0.760
classroom
______________________________________________________________________
9. Compatibility of teaching objectives/ 3.98 0.787
goals with the use of the digital game
________________________________________________________________
Likert scales: 1. Not important at all; 2. Slightly important; 3. Moderately important; 4.
Important; 5. Very important
The interview results
The participants discussed that the age of the learner was the most important
factor in considering digital game-based learning.
One factor that is of a high level of importance for me is age. Previously, we talked
about age, but I emphasize that the age of the learner plays a major role in
choosing and including digital games in language teaching and learning contexts
(Pre-service Teacher Trainee 26).
The level of proficiency was also perceived as important in choosing the right
digital game for language teaching and learning.
89
Well, the age and proficiency levels of students are somewhat important. Perhaps,
digital games are harder to use for some specific proficiency levels. I cannot say
what levels are better ones, but I am aware it can be a factor (Pre-service Teacher
Trainee 7).
The other perceived factor was the readiness of teachers and students to adopt
DGBL.
I perceive that when teachers and students are not cognitively, emotionally, and
technically prepared for using digital games in EFL contexts, it cannot be a proper
choice. We must make teachers and students prepared. This is not a very hard
undertaking though (Pre-service Teacher Trainee 15).
The attitudes of the society, educational directors, and students toward the
educational use of games were also perceived to be important from the perspectives of
the pre-service teacher trainees.
Many individuals see digital games as tools for having fun or spending free time.
This is a matter of attitude. All teachers, students, and directors should have a
more open-minded attitude toward digital game-based learning and admit the
fact that digital games can be used for many purposes, including educational and
language learning ones (Pre-service Teacher Trainee 19).
Discussion
The results of the study showed the favorable responses of Iranian pre-service
teacher trainees of TEFL to the implementation of DGBL in language teaching contexts.
This is an important finding which is commensurate with previous research on
educational stakeholders’ attitudes toward DGBL (e.g. An, 2018; Blume, 2020; Noraddin
& Neo, 2014; Zohud, 2019). One perceived benefit of implementing DGBL was the
opportunity to foster students’ critical thinking skills and problem-solving. This finding
is in accordance with previous research (e.g. An, 2018). Improving students’ critical
thinking and discovery learning competence can pave the way for the use of more
interactive and innovative language teaching methods and techniques. Thus, DGBL is a
beneficial tool to make the language classroom closer to the real lives of students. The
other perceived benefit of implementing DGBL is collaborative learning. Many digital
games are played in a multiple-player mode and students can easily play the game in
small groups or pairs.
Despite the positive responses of pre-service teacher trainees, the implementation
of DGBL was perceived to be challenging. The pre-service teacher trainees were aware
of these limitations and challenges. This finding is in line with previous research on
DGBL which showed the relevant challenges and limitations (e.g. Berg Marklund, 2015;
Li, 2017; Taufik et al., 2019). The lack of knowledge about DGBL was an important
obstacle pointed out both in the survey and interviews. The lack of knowledge or
competence about the use of any technology can reduce pre-service teacher trainees’
levels of self-confidence. The other challenge is the lack of access to suitable or needs-
90
specific digital games. Technologies cannot be successfully used when they are not
accessible or the users do not have adequate knowledge or literacy to use them. It is
recommended that future research focus on the knowledge types or competencies pre-
service teacher trainees need to be equipped with to deal with the complexities of DGBL.
The other perceived limitation was related to the issue that the pre-service teacher trainees
raised concerns about the lack of educational digital games. Berg Marklund (2015) also
argued that the production of educational games is more challenging than producing
games for entertainment. Therefore, access to more educational digital games should be
facilitated in language teaching contexts. More investigation is required to examine the
challenges of developing educational digital games compared to digital games for
entertainment purposes. Furthermore, the participants complained about the inadequate
digital facilities in EFL classes. It is suggested that more effective measures be taken into
account to facilitate the inclusion of digital games for language learning purposes.
Regarding the appropriate age range for implementing DGBL, the participants
believed that adolescents are the group of students who can enjoy the benefits of DGBL
more considerably than the other age groups. Younger learners might have a higher level
of interest in the use of digital games since they have a high level of digital literacy. One
impeding factor regarding using digital games for adult learners may be the low digital
literacies of adults. Concerning the language learning skills suitable for DGBL, speaking,
listening, and sub-skills were the preferred skills. It is important to take the perspectives
and preferences of pre-service teacher trainees into account, while more empirical
research is required to unpack the actual effect of DGBL on each language learning skill.
The participants also proposed some suggestions for the inclusion of DGBL in the
language learning curriculum. Including the principles and techniques of DGBL in
teacher training/education programs can be a motivating factor for language teachers.
Training can be provided both on technical and technological aspects of digital games as
well as pedagogical aspects. As An (2018) suggests, training on the use of digital games
for educational purposes can enhance teachers’ levels of self-efficacy and attitudes. The
other suggestion was to improve the digital facilities in EFL classrooms. This is a crucial
measure and prerequisite for implementing DGBL. At times, mobile technologies might
be required for playing educational digital games. The most important suggestion may be
the cooperation between IT experts and TEFL experts/teachers to develop and produce
digital games for educational purposes. Currently, the majority of educational games are
produced without taking into account the pedagogical context and knowledge of teachers.
Institutions can support teachers to link them to educational game designers and
producers. This cooperation can strengthen the pedagogical and technological validity of
digital games produced for educational purposes. It is paramount that the suggestions
made by the pre-service teacher trainees be taken into account and improvements be made
in preparing the context for the successful implementation of DGBL. Contextual factors
play a considerable role in the acceptance and successful implementation of DGBL.
Further research is needed to be undertaken to unravel these contextual factors which
might affect the attitudes of teachers and students in the language teaching context of Iran
and other similar contexts.
Implications and limitations
91
The study was not without limitations. The first limitation was that EFL students
could not be included in the study since they did not have adequate knowledge about the
pedagogical aspects of DGBL. Educational directors were also invited to participate in
the study, but due to the lack of access to most of them, it was not possible to include
them in the study. The study explored the attitudes of pre-service teacher trainees;
however, for conducting a more in-depth analysis of the actual status of DGBL, more
experimental and longitudinal research studies should be conducted. More specifically,
the findings of the study can be used for similar contexts, but generalizing the results to
other contexts should be done with caution.
The study can have implications for curriculum developers, educational directors,
materials developers, teachers, teacher educators, and students. Materials developers can
use the findings of the study to focus their projects on the realistic needs and attitudes of
teachers. Educational directors can also adopt a supportive approach to funding the
development of educational digital games and encouraging language teachers to be
involved in collaborative projects of digital game production. Curriculum developers and
course designers can use the findings of the study to pave the way for removing contextual
and perceptual factors and limitations of DGBL. EFL teachers can also plan pedagogical
practices based on the findings of the study.
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