Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

This study examines how Italian teachers perceive their own competence in using games for teaching, motivated by the gap between broad appreciation of games in Italian schools and their limited application in classrooms. Drawing on a survey of 2,752 Italian teachers, both in-service and in-training, the authors adapted a TPACK-G questionnaire to measure perceived competence in game-based learning. The sample was predominantly female, with a mean age of about 44.6. Confirmatory factor analysis supported the instrument's structure, and after refinement to 13 items the model showed good fit (CFI 0.989, RMSEA 0.0437), with all factor loadings significant.

Among the 2,684 in-service teachers analyzed, self-rated competence across dimensions was moderate. Game pedagogical knowledge was the weakest area (mean 2.14), while game content knowledge was the strongest (mean 2.98). Male teachers reported higher game and game pedagogical knowledge than female teachers, and perceived competence declined at higher school levels. Experience produced only small and inconsistent differences. The authors acknowledge limitations, including non-representative sampling and reliance on self-report data.

The findings point to a clear need for targeted teacher training, particularly in translating game knowledge into pedagogical practice. By documenting these competence profiles, the study addresses a gap in recent Italian research on teachers' game-based learning competencies and offers a foundation for designing more effective professional development programs.