Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning

Abstract

The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students’ thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs.

Keywords

• digital game-based learning
• teachers’ education
• cognitive skills
• higher-order thinking
• lifelong learning