Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning

Lilla Bónus, Erzsébet Antal


This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

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Copyright (c) 2021 Lilla Bónus, Erzsébet Antal

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Journal of Studies in Education ISSN 2162-6952


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