Digital Game-based Learning: A Systematic Review of Barriers and Teachers’ Beliefs

Abstract: The aim of this systematic literature review is to examine the empirical evidence within the field of Digital Game-based Learning (DGBL) concerning teachers’ beliefs and experiences about digital games in relation to the different barriers that prevent them from using them in the classroom. The search yielded a total of 152 results, from which a total of 27 articles were included in the present study. A thematic analysis was used to interpret the data which led to the formation of a variety of codes, sub-themes, and themes. The results go into detail into all of these, detailing different intrinsic and extrinsic barriers, teachers’ positive and negative beliefs in conjunction with the influence of demographic factors as well as education. The discussion is based on the relationships that arose between the themes and sub-themes which is further supplemented by the theories on beliefs and barriers in relation to technology integration which are presented in the background section. The results show that there is a bi-directional relationship between teachers’ beliefs and the barriers they face in the use of digital games in education as compounding barriers lead to or exacerbate negative beliefs while positive beliefs can lead to certain barriers being overcome. Both pre-service education and professional development have proven successful in improving teacher beliefs and confidence, however, the influence of extrinsic barriers results in many teachers believing that the use of digital games is too difficult or impossible in practice. Finally, the influence of demographic factors such as age, gender, and experience are discussed, with the latter being especially influential in terms of teachers’ beliefs.