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Games in schools: teachers’ perceptions of barriers to game-based learning

The purpose of this study is to explore inhibiting factors teachers in the United States have personally encountered or perceived in using games for instruction, and how teacher perceptions of barriers are influenced by their gender, teaching level and experience of using games for instruction. Four factors have been found to hinder teachers’ use of games in the classroom: challenges of implementing games effectively, challenges with using 
technology, current educational system, and challenges with obtaining games. Male teachers, more than female teachers, regarded challenges of implementing games effectively as a serious barrier, whereas female teachers perceived challenges with using technology and obtaining games as a 
more serious barrier. Middle/intermediate and high school teachers believed challenges of implementing games effectively to be a more serious barrier than primary school teachers, while primary school and middle/intermediate school teachers viewed challenges with 
obtaining games as a more inhibiting barrier than senior 
high school teachers. Teachers who have used games for 
teaching, more so than teachers who have not used games for teaching, thought that use of games is less hindered by 
challenges of implementing games effectively and current educational system.